EXCHANGE 


A  SCHOOL  BUILDING  PROGRAM  FOR  THE 
CITY  OF  WINONA,  MINNESOTA 


BY 

Jl/1 

MERVIN  G.  NKALE 

•  sor   of   Educational   Administration,    University    of    Minnesota 
AND 

SIGURD  B.  SEVERSON 

Assistant  in  Educational  Administration,    Unirersity  of  Minnesota 


PRICE  :  50  CENTS 


MINNEAPOLIS,   MINNESOTA 
December,    1922 


A  SCHOOL  BUILDING   PROGRAM   FOR   THE 
CITY  OF  WINONA,  MINNESOTA 


BY 

MERVIN  G.  NEALE 

Professor  of  Educational  Administration,    University   of   Minnesota, 
AND 

SIGURD  B.  SEVERSON 

Assistant  in  Educational  Administration,    University  of  Minnesota 


MINNEAPOLIS,  MINNESOTA 
December,    1922 


CONTENTS 

PACK 

Introduction V1 

Author's    introductory    statement viii 

Chapter  I.  The  school  building  situation  in  Winona i 

Chapter  II.  The  number  of  pupils  for  whom  school  facilities  should 

be    provided 25 

Chapter  III.  A  proposed  school  building  program  for  Winona 37 

Chapter  IV.  The  ability  of  Winona  to  finance  the  proposed  program  46 

Appendix  A.  The  Strayer-Engelhardt  Score  Card 61 

Appendix  B.  Advantages  of  a  central  junior  high  school  for  Grades 

7.   8.    and   9 65 


LIST  OF  TABLES 

TABLE  PAGE 

I.  Date  of  erection,  type  of  construction,  number  of  class- 
rooms in  use,  pupil  enrollment,  and  grades  accommo- 
dated in  the  school  buildings  of  Winona i 

II.    Scores  allotted  to  the  Junior  High   School  building  by 

three   j  udges 3 

III.  School  buildings  of  Winona  arranged   in   the  order  of 

total    scores    allotted 4 

IV.  School  buildings  of  Winona  arranged  according  to  the 
total  score  allotted  to  each  building 5 

V.   Comparison  of  the  distribution  in  per  cents  of  elemen- 
tary school  buildings  of  Winona  with  those  of  Duluth 

and  St.  Paul  on  thq  basis  of  their  allotted  scores 11 

VI.    Playground  space  per  child  enrolled  in  the  Winona  pub- 
lic schools 13 

VII.   Height    of    blackboards,  in    the    kindergarten    and    first 

four  grades  in   Winona 14 

VIII.  Per  cent  of  classrooms  in  each  of  the  school  buildings 
of  Winona  that  have  less  than  the  standard  ratio  of 
window  space  to  floor  space,  that  have  standard  ratio, 

and  that  have  above  standard  ratio 15 

IX.   Orientation  of  rooms  in  the  Winona  school  buildings..         16 
X.   Comparison   of  trend  of   population  growth   in   Minne- 

nesota  and  Winona  over  a  period  of  years 25 

XL   Trend  of  population  in  Winona  by  wards  from  1910  to 

1920    26 

XJI.    School  enrollment  in  Winona  by  grades  from  1912-13  to 

1921-22    27 


CONTENTS 


TABLE 


PAGE 


XIII.  Number   of   elementary,  junior  high   school,  and   senior 
high  school  pupils  attending  school  in  Winona  in  April, 
1922,  by  wards  and  precincts : 28 

XIV.  Number  of  elementary,  junior  high  school,  and  senior 
high  school  pupils  attending  school  in  Winona  in  April, 
1922,  by  present  school  districts 29 

XV.  Population  of  Winona,  by  wards  as  shown  by  census 
returns  in  1910  and  1920  with  estimates  of  population 

in   1930  and   1940 3° 

XVI.   Enrollment  by  school   divisions   in  Winona   from    1912 

to   1922 32 

XVII.  Per  cent  distribution  of  enrollment  by  school  divisions, 

in  Winona  from  1912  to  1922 3$ 

XVIII.  Number  of  elementary,  junior  high  school,  and  senior 
high  school  pupils  attending  school  in  Winona  in  April, 

[922,  by  proposed  school  districts 35 

XIX.  Population  by  decades  of  fourteen  cities  used  in  making 

financial  comparisons 47 

XX.   Population  by  decades  of  ten  Minnesota  cities  used  in 

making  financial   comparisons 47 

XXI.   Per  capita  debt  of  Minnesota  cities  for  schools . .         48 

XXII.   Total  amounts  spent  each  year  for  land,  new  buildings, 

and  equipment  in   Minnesota  cities 49 

XXIII.  Expenditures   for  capital  outlay  of  Winona  and  seven 
other  comparable  Minnesota  cities,  1904  to  1921 50 

XXIV.  Assessed  valuation,  the  ratio  of  assessed  to  real  valua- 
tion,   and    the    real    valuation    of    fourteen    Mississippi 
Valley  cities  of  about  Winona's  population  in  1917-18..         51 

XXV.   Real   wealth   per   capita   of    fourteen   Mississippi   Valley 

cities  of  about  the  same  population  as  Winona 52 

XXVI.  Real  wealth  per  child  in  average  daily  attendance  in 
fourteen  Mississippi  Valley  cities  of  about  the  same  pop- 
ulation as  Winona 52 

XXVII.   Total  assessed  valuation  and  the  assessed  valuation  per 

capita  of  ten  Minnesota  cities 54 

XXVIII.  Total  and  per  capita  wealth  in  moneys  and  credits  of 

Winona  and  eight  other  comparable  Minnesota  cities...         55 
XXIX.   The  tax  levy  in  mills   for  school  purposes  by  years  in 

eight  Minnesota  cities  between  1909  and  1920 55 

XXX.  Relative  municipal  and  educational  effort,  as  expressed 
in  tax  rate  in  mills,  of  Winona  and  eight  other  compa- 
rable Minnesota  cities,  1921-22 56 

XXXI.   Total  school  tax  levies  in  certain  Minnesota  towns  and 

cities   for  the  school  year.   1921-22 59 


CONTENTS  t  Y 

LIST  OF  CHARTS 

CHART  PAGE 

1.  School    buildings   of    Winona   arranged   in   order   of    rank    for 
total  scores  allotted,  and  compared  with  the  maximum  possible 

total   score;    Strayer-Engelhardt   Score   Card 7 

2.  School   buildings   of   Winona  arranged   in   order   of   rank  for 
total  scores  allotted  on  Items  I  and  II,  and  compared  with  the 
maximum    possible    score 8 

3.  School  buildings  of  Winona  arranged  in  order  of  rank  for  total 
scores  allotted   on   Items   III   and   IV,  and  compared   with  the 
maximum  possible  score 9 

4.  School  buildings  of  W'inona  arranged  in  order  of  rank  for  total 
scores  allotted  on   Item   V,  and  compared  with  the  maximum 
possible    score 10 

5.  Per  cent  of   elementary   school   buildings    falling  in   each    100- 
point  group  in  Duluth,  St.  Paul,  and  Winona : 12 

6.  The  ratio  of  window  area  to  floor  area  in  the  different  school 
buildings   of   Winona 17 

7.  Trend  of  population  in  Winona  from  1880  to  1920  as  shown  by 
the  United  States  census  reports  and  estimated  trend  from  1920 

to    1940 31 

8.  Real   wealth   per  child   in   average  daily  attendance   in   Winona 

and  thirteen   comparable   cities '.  .         53 

g.  Relative  municipal  and  educational  effort,  as  expressed  in  tax 
rate,  in  mills  of  Winona  and  eight  other  comparable  Minnesota 
cities,  1921-22 57 


LIST  OF  FIGURES 

1.  Distribution  of  junior  high  school  pupils  in  Winona 38 

2.  The  present   districting  plan   of   Winona 43 

3.  The  proposed   redistricting  plan   for  Winona 44 


INTRODUCTION 

The  significance  of  Professor  Neale's  report  on  the  building 
survey  for  the  city  of  Winona,  which  is  published  herewith,  in- 
heres not  merely  in  the  fact  that  it  lays  out  a  statesman-like  build- 
ing program  for  that  city ;  but  it  lies  rather  in  the  fact  that  a  big 
educational  problem  is  approached  by  scientific  methods,  and  a 
thoroughgoing  solution  is  proposed  in  the  light  of  results  which 
these  methods  reveal.  In  general,  building  problems  in  cities 
of  every  size  have  been  approached  more  or  less  by  the  rule-of- 
thumb  method,  without  a  complete  analysis  of  all  the  factors  upon 
which  a  rational  building  program  can  be  based.  Such  an  analy- 
sis Professor  Neale  has  undertaken  in  the  case  of  Winona  and 
with  such  success  that  the  Board  of  Education  has  adopted  a 
building  program  based  on  his  proposed  solution  as  given  in  this 
report. 

This  study  is  also  significant  because  of  the  suggestion  which 
it  carries  for  the  solution  of  other  educational  problems  confront- 
ing communities  throughout  the  country.  An  adequate  school 
plant  is  but  one  of  the  problems  which  boards  of  education  are 
required  to  meet.  Problems  of  curriculum,  of  administration, 
of  instruction,  and  of  teaching  personnel  are  in  general  of  more 
educational  significance  than  are  buildings,  and  lend  themselves 
quite  as  easily  to  methods  of  scientific  analysis  and  study.  More 
and  more  will  scientific  methods  be  used  to  investigate  such 
problems ;  more  and  more  will  experts  be  enlisted  for  such  special- 
ized study,  and  in  ever  increasing  numbers  public  school  officials 
are  themselves  securing  adequate  training  for  such  work  and  or- 
ganizing within  their  school  systems  agencies  by  which  these 
studies  can  be  carried  on. 

This  report  is  significant  in  another  sense  because  it  repre- 
sents a  cooperative  endeavor  between  the  school  authorities  of  the 
city  of  Winona  and  the  University  of  Minnesota.  The  request 
for  this  survey  was  made  by  the  Board  of  Education  of  Winona 
to  the  College  of  Education  of  the  University  of  Minnesota.  In 
making  the  request,  the  Board  of  Education  agreed  to  pay  for  the 
time  of  Professor  Neale  and  such  other  persons  as  would  be  re- 
quired to  carry  the  survey  through  and  to  meet  all  expenses. inci- 
dent to  the  making  of  the  survey.  The  Board  of  Regents  of  the 


INTRODUCTION  vii 

University  of  Minnesota  agreed,  upon  this  request,  to  release  Pro- 
fessor Neale  from  active  service  for  such  of  his  time  as  would  be 
required  to  make  the  survey  and  to  carry  through  the  project,  on 
the  conditions  of  reimbursement  offered  by  the  Board  of  Educa- 
tion. Upon  the  completion  of  the  survey,  the  comptroller  of  the 
University  rendered  the  Board  of  Education  of  Winona  a  com- 
plete bill  covering  the  time  of  all  University  employees  who  par- 
ticipated in  the  survey  and  covering  all  incidental  expenses.  The 
University  undertakes  to  publish  this  report  because  of  its  gen- 
eral interest  to  the  state  and  to  the  country  as  a  whole. 

Through  similar  arrangements,  surveys  have  been  conducted 
in  the  past  year  by  the  College  of  Education,  both  in  the  city  of 
Duluth,  where  a  complete  study  of  the  building  situation  was 
made,  and  a  forward-looking  building  program  was  recom- 
mended, and  also  in  the  city  of  Austin,  where  a  thoroughgoing 
study  was  made  covering  the  problems  of  instruction,  results  of 
instruction,  courses  of  study,  etc.  The  Duluth  survey  is  being 
printed  by  the  Board  of  Education  of  that  city.  The  Austin 
survey  is  being  printed  through  special  arrangements  with  the 
University. 

It  is  believed  that  this  arrangement  between  the  University 
and  local  school  communities  is  a  particularly  happy  one  because 
it  makes  available  to  such  local  communities  the  most  expert 
service  which  the  University  can  provide,  a  service  which  none 
of  these  school  systems  could  provide  directly  for  itself.  At  the 
same  time,  it  brings  the  advanced  students  of  the  University  into 
direct  study  of  the  problems  of  school  administration,  school 
supervision,  and  all  problems  related  thereto.  Both  the  Univer- 
sity and  the  local  community  thus  contribute  to  the  project  and 
both  receive  a  measurable  return. 

M.  E.  HAGGERTY, 

Dean  of  the  College  of  Education, 

University  of  Minnesota. 


AUTHOR'S  INTRODUCTORY  STATEMENT 

This  survey  was  undertaken  the  spring  of  1922  in  response  to 
an  invitation  from  the  Board  of  Education  of  the  Winona  Public 
Schools.  Its  purpose  is  to  present  the  facts  with  respect  to  the 
present  school  building  situation  in  Winona  and  to  propose  a 
school  building  program  which  will  ultimately  provide  a  first- 
class  school  plant  for  the  city. 

In  order  to  present  the  facts  which  the  Board  should 
consider,  careful  studies  have  been  made  of  each  of  the  pres- 
ent school  buildings,  of  the  distribution  of  pupils  of  each  type 
in  the  different  parts  of  the  city,  of  the  probable  increase  of  popu- 
lation in  the  different  school  districts,  and  of  the  financial  ability 
of  Winona  to  support  a  school  building  program  as  compared 
with  other  similar  cities. 

The  building  program  recommended  assumes  a  desire  on  the 
part  of  the  citizens  of  Winona  to  provide  for  the  children  of  that 
city  school  building  accommodations  which  will  be  safe  and 
healthful  and  which  will  make  possible  a  thoroughly  modern 
educational  program. 

The  program  recommended  is  not  expensive  when  it  is  con- 
sidered that  practically  no  buildings  for  elementary  or  junior 
high  school  use  have  been  constructed  in  Winona  during  the  past 
thirty-five  years. 

Acknowledgment  is  hereby  made  of  the  services  of  Mr.  C.  A. 
Ronning  in  the  scoring  of  the  school  buildings ;  of  those  of 
Mr.  E.  F.  McKee  who  made  tests  of  the  lighting,  and  of  the 
help  of  Messrs.  R.  J.  Bradley,  M.  L.  Gundlach,  and  Ernest  R. 
Hanson,  senior  and  graduate  students  in  the  University  of  Min- 
nesota, who  are  responsible  for  much  of  the  material  in  Chapter 
IV  of  this  report. 

GENERAL  SUMMARY  OF  RECOMMENDATIONS  MADK 

The  building  program  recommended  in  this  report  is,  in  brief, 
as  follows : 

i.  The  present  Junior  High  School  should  be  replaced  by  a 
new  building  located  near  the  present  Senior  High  School.  It  is 


AUTHOR'S  INTRODUCTORY  STATEMENT  ix 

recommended  that  a  full  block  of  land  be  purchased  as  a  site  for 
such  a  building. 

2.  This   Junior   High    School    should   provide    for   all   public 
school  pupils  in  the  city  of  Winona  from  Grades  7  to  9  inclusive. 

3.  An  auditorium  and  gymnasium  building  with  accommoda- 
tions for  approximately  1,500  pupils  should  be  constructed  to  take 
care  of  the  needs  of  the  present  Senior  High  School  and  pro- 
posed Junior  High  School.     This  building  should  be  located  be- 
tween the  two  buildings  mentioned  above  and  should  be  connected 
with  them  by  passageways. 

4.  The  Madison  School  building  should  be  replaced  by  a  new 
elementary  school  building  to  accommodate  a  kindergarten  and 
Grades  i  to  6,  inclusive. 

5.  The  Central  School  should  be  replaced  by  an  elementary 
school  building  to  house  pupils  from  the  kindergarten  to  the  sixth 
grade,  inclusive. 

6.  The  Jefferson  and  Lincoln  school  buildings  should  be  re- 
paired so  as  to  make  them  conform,  in  so  far  as  may  be  possible, 
to  modern  school  building  standards.     Ground  should  be  pur- 
chased at  each  of  these  buildings  so  that  a  full  block  of  play- 
ground space  may  be  available. 

7.  The   Sugar   Loaf    School   should   be   abandoned   and   the 
pupils  in  that  school  transported  to  one  of  the  other  elementary 
schools  in  the  city. 

8.  The  Jackson  School  should  be  abandoned  and  the  pupils 
in  that  school  district  sent  to  either  the  new  Central  School  or 
the  Kosciusko. 

9.  The   Washington   and   Kosciusko  school   buildings  should 
be  replaced  by  a  single  building,  located  somewhere  between  the 
sites  of  the  above  named  two  school  buildings.     At  least  a'  full 
block  of  land,  preferably  two,   should  be  purchased  as  a   play- 
ground for  this  proposed  building. 

10.  It  is  recommended  that  the  services  of  a  competent  school 
architect  be  secured  to  estimate  as  closely  as  possible  the  exact 
cost  of  this  building  program. 

u.  The  Survey  Committee  estimates  that  the  complete  cost 
of  the  buildings,  equipment,  and  land  recommended  will  be  in 
the  neighborhood  of  $1.150.000. 


x  AUTHOR'S  INTRODUCTORY  STATEMENT 

12.  If  it  is  not  desirable  to  undertake  this  entire  program  at 
once,  it  is  recommended  that  it  be  undertaken  in  the  following 
order : 

1.  Construction  of  a  junior  high  school  building 

2.  Construction  of  an  auditorium  and  gymnasium  building  for  junior 
and  senior  high  school  pupils 

3.  Construction  of  buildings  to  replace  the  Central  and  Madison 

4.  Purchase  of  additional  playground   space  and   repair   of   the  Jef- 
ferson and  Lincoln  school  buildings 

5.  The  replacement  of  the  Washington  and  Kosciusko  buildings 


CHAPTER  I 
THE  SCHOOL  BUILDING  SITUATION  IN  WINONA 

The  city  of  Winona  houses  her  school  children  in  eleven 
school  buildings.  Ten  of  these  buildings  were  constructed  before 
the  beginning  of  the  present  century.  One  of  the  elementary 
school  buildings  now  in  use  was  constructed  just  at  the  close  of 
the  Civil  War;  two  were  constructed  during  the  seventies;  two, 
during  the  eighties;  and  four,  between  1890  and  1895.  The  build- 
ing in  which  the  Junior  High  School  is  now  housed  was  con- 
structed in  1887.  The  Senior  High  School  was  built  between 
1915  and  1917.  Seven  hundred  eighty-seven  school  children  are 
housed  in  buildings  constructed  before  1880,  and  eight  hundred 
ten  in  buildings  constructed  between  1880  and  1890.  Nearly  two 
thirds  of  the  school  children  enrolled  in  Winona  are  housed  in 
school  buildings  built  thirty-five  years  or  more  ago.  These  facts, 
which  are  shown  in  summary  form  in  Table  I,  in  themselves  in- 
dicate with  practical  certainty  the  fact  that  Winona  is  faced  with 
the  necessity  of  a  school  building  program  of  rather  large  pro- 
portions. 

TABLE  I 

[)\!K    OH     KkH.LTIOX,     Tvi'K     OH     CONSTRUCTION,     Nl'MBER     OH     C'LASSKOOMS     IN 

USE,  PUPIL  ENROLLMKXT,  .\.\i>  (JKADHS  ACCOMMODATED  ix  THK 

SCHOOL    Brn.mxGS   OF   WIXOXA 


Type 

No.  of 

School 

Year  of 

of  Con- 

Classrooms 

Enroll- 

Grades 

Erection 

struction 

in  Use 

ment 

Central 

Ig6f 

D 

10 

288 

Kff-7 

Madison    

1874 

D 

ii 

379 

•"6    / 

Kg-7 

Washington     .  .  . 

1877 

D 

7 

225 

Kg-7 

Jackson    

1885 

D 

4 

102 

Kg-3 

Jefferson     

1886-08 

D 

13 

352 

Kg-7 

Junior    High...  . 

1887 

D 

10 

356 

8-9 

Madison    Annex 

1891 

D 

4 

105* 

Kg-4 

Sugar    Loaf.  .  .  . 

1892 

D 

2 

42 

1-6 

Koscinsko     

1893 

D 

10 

I89 

Kg-7 

Lincoln 

i8oq 

D 

10 

224 

Kg-7 

Senior    High  

*  WVO 

"1915-17 

B 

36 

489 

**•&  / 

IO-I2f 

*  Included  in  Madison  total. 

f  Certain    classes    from    the   Junior    High    School    are    now    accommodated    in    the 
Senior   High    School   building/ 


2  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

The  development  of  modern  school-housing  standards  has 
come  about  in  a  very  large  measure  during  the  past  twenty  years 
and  many  of  the  cities  of  the  United  States  have  adopted  the 
general  policy  of  entirely  remodeling  and  modernizing  all  school 
buildings  that  were  built  before  the  beginning  of  the  present 
century.  The  development  of  modern  standards  of  lighting,  ven- 
tilation, and  fire  protection  have  rendered  practically  obsolete  the 
provisions  made  in  school  buildings,  thirty-five  or  forty  years  ago. 

SCORING  THE  SCHOOL  BUILDINGS 

In  order  to  get  a  more  accurate  measure  of  the  efficiency  of 
each  of  the  school  buildings  in  Winona,  they  were  scored  by 
three  men  who  visited  each  building  and  made  a  careful  study 
of  each  of  the  different  parts.  The  scoring  was  done  by  means 
of  the  Strayer-Engelhardt  Score  Card  for  City  School  Buildings. 
This  score  card  consists  of  114  different  points  on  which  a  school 
building  may  be  analyzed  and  rated.  A  standard  valuation  has 
been  given  to  each  of  these  114  different  points  so  that,  after  a 
scorer  has  rated  each  of  them  numerically,  the  total  score  would 
indicate  the  rating  of  the  building.  The  final  score  of  each  build- 
ing was  taken  as  the  sum  of  the  median  scores  of  the  three  judges 
on  each  of  the  major  items  of  the  score  card.  It  was  considered 
advisable  to  have  three  judges  score  each  building  because  in  this 
way  it  is  possible  to  eliminate  any  erratic  scores  which  might 
come  from  the  judgment  of  a  single  individual. 

Table  II  shows  the  method  of  getting  the  final  score  for  each 
building  from  the  judgments  of  the^  three  scorers.  This  table 
shows  the  scores  given  by  each  of  the  three  judges  and  the  final 
score  of  the  Junior  High  School  building.  It  is  believed  that 
these  ratings  of  the  buildings  in  Winona  constitute  a  reliable 
measure  of  the  educational  efficiency  of  the  buildings. 

The  Strayer-Engelhardt  Score  Card  has  been  used  in  scoring 
hundreds  of  school  buildings  so  that  it  is  possible  to  make  com- 
parisons with  other  cities,  on  the  basis  of  scores  allotted.  The 
points  on  which  the  buildings  were  scored  and  the  maximum 
possible  rating  on  each  point  of  the  score  card  are  shown  in  Ap- 
pendix "A"  of  this  report. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA 


TABLE  II 
SCORES  ALLOTTED  TO  THE  JUNIOR  HIGH  SCHOOL  BUILDING  BY  THREE  JUDGES 


Scorer 


Item  I  80  67 

A  48  45 

B  i  28  20 

C  4  2 

Item  II  54  63 

A  10  10 

B  24  29 

C  20  24 

Item  III  119  in 

A  41  41 

B  16  12 

C     IO  12 

D  ;  6  10 

E  7  4 

F  16  9 

13  23 

H  10  o 

item  IV  I  95  86 

A  6  10 

B  35  28 

C  I  23  28 

D  5  3 

26  17 

1  tern  V  14  29 

A  II  22 

B  :  2  4 

<"  !  i      j  3 

Total     362  356 


76 
45 
26 

5 

68 
10 
36 

22 

94 
32 
15 

10 

7 
5 
7 
18 
o 

108 

15 

30 

32 

5 

26 
28 

22 

5 
i 


Median    i    Median 
Total 


45 
26 


10 

29 

22 

41 
15 
IO 

7 
5 
9 
18 
o 

10 
30 
28 

5 
26 

22 

4 
I 


374 


75 


61 


105 


99 


27 


367 


Final  score  367. 
[EXPLANATION  OF  THE  SCORES 

A  building  which  attains  a  perfect  score  would  be  rated  at 
1,000.  The  meaning  of  scores  lower  than  1,000  is  described  by 
the  authors  of  the  score  card  in  the  following  words  i1 

A  score  of  coo-i,ooo  indicates  a  highly  satisfactory  degree  of  con- 
struction and  equipment.  In  fact,  in  only  a  few  minor  respects  does  such 
a  building  deviate  from  acceptable  standards.  A  rating  between  700  and 

1  Strayer  and  Engelhardt,   The  Classroom   Teacher,  pp.   340-42. 


4  MERV1N  G.  NEALE  AND  SIGURD  B.  SEVERSON 

900  points  is  fairly  satisfactory.  It  should  be  studied  in  the  light  of  its 
component  parts.  Slight  building  alterations  will  tend  to  raise  consider- 
ably the  score  of  a  building  of  this  group.  A  score  of  600  to  700  points 
has  meant,  as  experience  in  surveys  points  out,  that  considerable  alteration 
was  needed  before  buildings  could  be  brought  to  a  satisfactory  standard 
of  efficiency.  Buildings  that  have  scored  500  to  600  points  have  proven 
to  be  highly  unsatisfactory  and  yet  not  so  far  gone  but  that  extensive- 
repairs  and  replacements  could  make  them  reasonably  habitable.  When 
the  scores  of  buildings  have  fallen  below  500  points,  it  has  been  the  uni- 
versal judgment  of  those  who  have  applied  the  score  card  that  speedy 
abandonment  of  the  building  for  school  purposes  was  the  only  justifiable 
course  to  be  followed.  In  all  instances  where  scores  of  500  or  less  have 
resulted,  it  has  seemed  that  expenditures  for  repairs  would  be  highly  ex- 
cessive. It  has  also  seemed  that  there  was  little  possibility,  even  with  the 
expenditure  of  relatively  large  sums  of  money,  to  secure  as  a  result  of 
such  repairs  a  building  which  was  suitable  for  school  purposes  in  the 
modern  sense. 

THE  BUILDING  SCORES 

Table  III  shows  the  total  scores  and  the  relative  rankings  of 
each  of  the  eleven  school  buildings  in  Winona.  The  Senior  High 
School  building  heads  the  list  with  a  score  of  679  out  of  a  pos- 
sible 1,000.  The  Junior  High  School  is  at  the  foot  of  the  list 

TABLE  III 

SCHOOL   BUILDINGS   OK  WINONA   ARRANGED    IN    THK   OKDKK  OK 
TOTAL  SCORES  ALLOTTED 


School  Building 

Rank 

1 
Total  Score 

Maximum 
Possible 
Score 

Senior    High  

i 

6?o 

I  000 

Jefferson    
Lincoln     .... 

2 
? 

543 

C-IQ 

1,000 
I  OOO 

Jackson    

CT7 

I  000 

Kosciusko 

^06 

I  OOO 

Washington    .  .    .    .    , 

6 

C.QA 

I  OOO 

Madison     

7 

468 

I  OOO 

Central     

8 

A  t  C 

I  OOO 

Madison    Anntx  
Sugar    Loaf  

9 

10 

427 
420 

1,000 
I  OOO 

Junior    High  

ii 

^6? 

I  OOO 

A  school  building  that  is  rated  at  less  than  500  points  is  considered 
unsuited  for  school  use  and  should  be  abandoned.  The  Junior  High, 
Sugar  Loaf,  Madison  Annex,  Central,  and  Madison  buildings  clearly  fall 
in  this  group.  The  Washington  and  Kosciusko  buildings  are  only 
slightly  better. 


SCHOOL  BUILDING  I'kOGkAM  I'OR  WINONA 


with  367  points  out  of  a  possible  maximum  of  i  ,000.  Five  build- 
ings, the  Madison,  Central,  Madison  Annex,  Sugar  Loaf,  and 
Junior  High  School,  score  below  500  points  and  five  school  build- 
ings, the  Washington,  Kosciusko,  Jackson,  Lincoln,  and  Jeffer- 
son score  between  500  and  600  points. 

Table  IV  gives  the  arrangement  of  the  school  buildings  of 
Winona  in  the  order  of  total  scores  allotted  and  shows  the  score 
on  each  of  the  sub-items  that  go  to  make  up  this  total.  By  means 
of  this  table  it  is  possible  to  see  whether  the  low  score,  allotted 
to  a  given  building,  was  due  to  defects  in  site,  general  structure 
of  building,  service  systems,  classrooms,  or  special  rooms.  From 
the  information  in  this  table,  it  is  clear  that  the  Senior  High 
School,  Junior  High  School,  Lincoln,  Jefferson,  Kosciusko,  and 
Sugar  Loaf  buildings  are  extremely  deficient  in  site.  This  defi- 
ciency is  due  to  the  fact  that  no  playground  space  has  been  pro- 
vided in  the  case  of  each  of  these  buildings. 

TABLE  IV 

SCHOOL  BUILDINGS  OF  WIXOXA  ARRANGED  ACCORDING  TO  THE  TOTAL  SCORE 
ALLOTTED  TO  EACH  BUILDING 


Building 

Total 
Score 
of 
Build- 
ing 

Rank 

on 
Basis 
of 
Total 
Score 

Sub-Items 

Site 

Build- 
ing 

Serv- 
ice 
sys- 
tems 

Class- 
rooms 

Spe- 
cial 
rooms 

Senior    High 

679 
543 
530 
513 
506 

504 

468 

455 
427 
420 
367 

i 

2 

3 
4 
5 
6 
7 
8 

9 

10 

ii 

80 
69 
74 
108 

67 
108 
98 

112 

88 
57 

75 

133 
95 
93 
82 
92 
86 

79 
81 
76 
78 
61 

165 

192 
146 
138 
87 
125 
116 
103 

101 

99 
63 
105 

213 
176 
190 
186 
174 
159 
147 

132 
I46 
169 
99 

6, 
57 
35 
50 
48 
35 
4i 
29 
18 

53 

27 

Jefferson    

Lincoln 

Jackson    

Kosciusko    
Washington    

Madison 

Central    

Madison    Annex... 
Sugar    Loaf.    .  . 

Junior    High 

Maximum    pos- 
sible   score  

1,000 

125 

-280 

290 

140 

6  MERl/IN  G.  NEALE  AND  SIGURD  B.  SEVERSOX 

This  same  table  shows  also  that  there  is  no  single  one  of  the 
school  buildings  in  Winona  that  scores  as  high  as  50  pet- 
cent  of  the  total  possible  score,  allotted  for  special  rooms.  The 
Senior  High  School  which  scored  highest,  receives  only  61  out 
of  a  possible  140.  Stated  in  plain  words,  it  may  be  said  that,  with 
the  exception  of  the  Senior  High  School,  there  has  been  practi- 
cally no  provision  made  in  the  school  buildings  of  Winona  for 
special  rooms.  This  is  not  to  be  wondered  at  because  special 
rooms  were  not  generally  provided  in  school  buildings  erected 
before  1900.  The  low  score  of  the  Senior  High  School  on  the 
item  of  special  rooms  was,  in  large  measure,  due  to  the  fact  that 
no  provision  has  been  made  in  this  building  for  a  gymnasium  or 
an  auditorium.  The  scores  allotted  to  the  different  buildings  on 
each  of  the  sub-items  of  the  score  card  are  shown  graphically  in 
Charts  i,  2,  3,  and  4. 

In  order  to  get  some  basis  for  comparing  the  school  building 
situation  in  Winona  with  that  in  other  cities,  Table  V  is  inserted. 
It  presents  a  comparison  of  the  scores  given  to  the  elementary 
school  buildings  of  Winona  with  those  given  to  the  elementary 
school  buildings  of  Duluth  and  St.  Paul.  This  table  shows  that 
whereas  the  cities  of  Duluth  and  St.  Paul  have  66  and  35  per 
cent  respectively  of  their  elementary  school  buildings  scoring 
above  600  points,  there  is  no  single  elementary  school  building 
in  Winona  which  scores  above  600.  Winona  has  no  single  ele- 
mentary school  building  which  comes  in  even  the  "fairly  satis- 
factory" class.  In  Winona,  44.4  per  cent  of  the  elementary  school 
buildings  come  in  the  class  usually  recommended  for  abandon- 
ment and  55.6  per  cent  of  them  come  in  the  class  which  is  usu- 
ally considered  as  being  in  need  of  extensive  alterations,  repairs, 
or  additions.  The  facts  of  Table  V  are  shown  graphically  in 
Chart  5. 


SCHOOL  BUILDING  PROGRAQd  FOR  W1NONA  7 

CHART  i 

SCHOOL  BUILDINGS  OF  WINONA,  ARRANGED  IN  ORDER  OF  RANK  FOR 

TOTAL  SCORES  ALLOTED,  AND  COMPARED  WITH  THE 

MAXIMUM  POSSIBLE  TOTAL  SCORE 

(Strayer-Engelhardt  Score  Card) 


Maximum 
Possible  5core 


1000 
Senior  High  School  6T9 


Jefferson  543 

Lincoln  530 
Jackson 

KosciusKo  506 

Washin5ton  504 

Madison  466 

Central  455 

Madison  Annex  AL7 
5u^ar  Loaf 
Junior  Hi^n  5chooi 


A  building  scoring  from  500  to  1,000  is  considered  highly  satisfactory. 
One  scoring  from  700  to  c;oo  is  fairly  satisfactory.  Buildings  scoring  from 
600  to  700  commonly  need  alteration  or  additions.  Those  scoring  between 
500  and  600  are  highly  unsatisfactory  and  ordinarily  can  be  made  fit  for 
school  use  only  by  complete  overhauling  and  extensive  additions.  Build- 
ings that  score  below  500  have  usually  been  found  unfit  for  school  use 
and  are  ordinarily  recommended  for  abandonment.  Winona  has  no  school 
building  falling  in  even  the  fairly  satisfactory  class.  Five  out  of  the 
eleven  school  buildings  of  Winona  score  below  500  points  and  two  others 
score  only  slightly  above. 


MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSOK 


CHART  2 

SCHOOL  BUILDINGS   OF   WINONA,  ARRANGED   IN    ORDER   OF   RANK    FOR 

TOTAL    SCORES    ALLOTTED    ON    ITEMS    I    AND    II,    AND    COM 

PARED   WITH    THE   MAXIMUM    POSSIBLE    SCORE 

(Strayer-Engelhardt  Score  Card) 


ITEM  I  - 


Maximum 
Possible  Score 
Central 
Washington 
Jackson 
Madbon 
Madison  Annex 
Senior  High  School 
Junior  High  School 
Lincoln 
Jefferson 
Kosciusko 
Sugar  Loaf 

Maximum 
Possible  Score 

Senior  High  School 

Jefferson 

Lincoln 

Kosciusko 

Washington 

Jackson 

Central 

Madison 

Sugar  Loaf 

Madison  Annex 

Junior  High  5chool 


ITEM  II  -BUILDING 


Of  the  eleven  school  buildings,  six  are  extremely  deficient  in  site  ami 
seven  in  building  structure. 

For  sub-items  making  up  Items  I  and  II,  see  Appendix  A. 


SCI  fOOI.  BUILDING  PROGRAM  I-'OR  WIN  ON  A 


CHART  3 

SCHOOL    BTILDINGS   OF    \\L\OXA,   ARRANGED    IX    ORDER   OF    RANK    FOR 
TOTAL  SCORES  ALLOTTED  ON  ITEMS  III  AND  IV,  AND  COM- 
PARED  WITH   THE    MAXIMUM   POSSIBLE    SCORE 
FOR  THOSE  ITEMS 


(Strayer-Engelhardt  Score  Card) 


ITEM  III  - 
Maximum 
Possible  .Score 
Senior  High  School  192  f 
Jefferson 
Lincoln 
KosciusKo 
Washington 
Junior  High  School 
Madison 
Central 

Madison  Annex 
JacKson 
Loaf 


101^1  . ] 

99^1  '~'j 


63HHH1111 
ITEIM  IV  -  CLASS  ROOMS 


16QHI         ^^^^^^^^ 


Maximum 
Possible  .Score 

Senior  High  School 

Lincoln 

JacKson 

Jefferson 

Kosciusko 

Sugar  Loaf 

Washington 

Madison 

Madison  Annex 

Central 

Junior  High 


With    tlu     exception    of    the    Senior    High    School    building,    all 
Winona's  buildings  rank  extremely  low  on  the  item  of  classrooms. 
For  sub-items  making  up  Items  TTI  and   IV.  see  Appendix  A. 


io  MERV1N  G.  NEALE  AND  SIGURD  B.  SEVERSON 

CHART  4 

SCHOOL  BUILDINGS   OF  WINONA,   ARRANGED   IN   ORDER   OF   RANK   FOR 

TOTAL  SCORES  ALLOTTED  ON  ITEM  V,  AND  COMPARED  WITH 

THE  MAXIMUM   POSSIBLE   SCORE   FOR  THOSE   ITEMS 

(Strayer-Engelhardt  Score  Card) 

ITEM  V  -  SPECIAL  ROOMS 

Maximum 
Fteible  3core 


Senior  Hi§h  5cboo! 


All  school  buildings  in  Winona  are  extremely  deficient  in  the  item 
of  special  rooms. 

For  sub-items  making  up  Item  V,  see  Appendix  A. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  n 

TABLE  V 

COMPARISON  OF  THE  DISTRIBUTION  IN  PER  CENTS  OF  ELEMENTARY  SCHOOL 
BUILDINGS  OF  WINONA  WITH  THOSE  OF  DULUTH  AND  ST.  PAUL, 

ON  THE  BASIS  OF  THEIR  ALLOTTED  SCORES  ON  THE  STRAYER- 

ENGELHARDT  SCORE  CARD 


Per  Cent  of 
Buildings  Falling  in  Each  loo-Point  Group 

Scores  ; •— 

Duluth  St.  Paul  Winona 


9 

4 

0 

6 

14 

44-4 

19 

47 

55-6 

34 

27 

0 

16 

6 

0 

16 

o 

0 

o 

2 

0 

301-  400  

401-  500  

501-  600  

601-  700  

701-  800  

801-  900  

QOF-I.OOO  

Total  per  cent 100  100  100 

The  majority  of  the  elementary  school  buildings  in  Winona  score 
lower  than  those  in  either  St.  Paul  or  Duluth. 

It  will  be  seen  from  the  above  table  that  100  per  cent  of  the  Winona 
eK-mrntary  school  buildings  score  within  the  400-600  range. 

ANALYSIS  OF  SCHOOL  BUILDING  WEAKNESSES 

The  scoring  of  the  school  buildings  by  means  of  a  standard 
score  card  indicates  in  a  general  way  the  condition  of  the  school 
plant  of  Winona.  The  Junior  High  School,  Sugar  Loaf,  Madison 
Annex,  Central,  and  Madison  buildings  score  below  the  point 
at  which  buildings  are  usually  recommended  for  abandonment. 
The  Washington,  Kosciusko,  and  Jackson  score  only  slightly 
above  the  point  at  which  buildings  are  ordinarily  recommended 
for  displacement.  The  low  scores  made  by  these  buildings  to- 
gether with  their  age,  may  be  considered  sufficient  justification 
for  the  abandonment  of  the  first  five  named  buildings  and  for 
the  abandonment  of  the  Washington,  Kosciusko,  and  Jackson 
schools  as  soon  as  the  replacement  of  these  buildings  can  be  pro- 
vided for  in  the  building  program  adopted.  The  scores  of  the 
Lincoln  and  Jefferson  buildings  are  not  high  and,  in  the  opinion 
of  the  Survey  Committee,  mean  that  these  buildings  should  not 
be  utilized  in  the  future  without  extensive  additions  and  repairs. 


12 


MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 


The  Senior  High  School  which  scores  almost  150  points  above 
any  of  the  other  school  buildings  in  the  city  would  be  made  fairly 
satisfactory  with  the  addition  of  a  gymnasium,  an  auditorium, 
and  a  lunch  room. 

CHART  5 

PER    CENT    OF    ELEMENTARY    SCHOOL    BUILDINGS    FALLING    IN    EACH 
loo-POINT  GROUP  IN  DULUTH,  ST.  PAUL,  AND  WINONA 

PerCenf  of 

Elementary  5choob 

60 


301-400     401-500    501-600    601-700      701-600     601-900     901-1000 


Duluth 


Winona 


This  chart  shows  that  44.4  per  cent  of  the  elementary  school  buildings 
in  Winona  fall  in  the  class  usually  recommended  for  abandonment  and 
that  the  remainder  of  the  elementary  school  buildings  belong  in  the  type 
where  extensive  alterations  and  repairs  have  ordinarily  been  found  neces- 
sary. 

In  order  to  point  out  in  a  more  definite  and  specific  way  some 
of  the  more  striking  weaknesses  of  the  present  school  plant  at 
Winona,  it  is  believed  desirable  to  supplement  the  scoring  of  the 
buildings  with  a  discussion  of  the  extent  to  which  the  school 
buildings  of  Winona  fall  short  of  the  standards  to  which  modern 
school  buildings  should  conform. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  13 

ORIENTATION 

School  building  authorities  recommend  that  buildings  should 
be  so  constructed  that  the  windows  will  face  the  following  'direc- 
tions, arranged  in  order  of  desirability :  southeast,  east,  south- 
west, west,  south,  northeast,  north,  northwest.  It  was  apparently 
a  matter  of  chance  in  the  construction  of  all  the  buildings  in 
Winona,  except  the  Senior  High  School,  as  to  which  direction  the 
windows  would  face.  If  all  the  classrooms  in  Winona  are  con- 
sidered, 34.7  per  cent  face  the  three  most  desirable  directions 
while  36.1  per  cent  face  the  three  least  desirable  directions. 

PLAYGROUNDS 

Table  VI  shows  that  adequate  provisions  for  playground 
space  has  been  made  in  very  few  of  the  school  grounds  of 
Winona.  A  very  conservative  standard  for  playground  area  is 
100  square  feet  per  pupil.  Only  the  Washington,  Madison,  and 
Central  schools  come  up  to  this  minimum  standard.  The  Na- 
tional Educational  Association  recommends  272  square  feet  per 
pupil  as  a  reasonable  size  for  school  grounds.  If  this  latter 
standard  were  adopted,  there  would  be  no  single  playground  in 
Winona  up  to  standard. 

TABLE  VI 

TABLE  SHOWING  PLAYGROUND  SPACE  PER  CHILD  ENROLLED  IN  THE  WINONA 
f  PUBLIC  SCHOOLS,  SUGAR  LOAF  SCHOOL  NOT  INCLUDED 


Area, 
Square  Feet 
Schools                           of  Play- 
ground Space 

i                              i 

Fhirollment 
1921-22 

Area, 
Square  Feet 
per  Child 
Enrolled 

Washington    

48,000 
48,150 

10,000 

30,828 
3,750 
5,ooo 
o 
o 

0 

225 
288 

102 

379 
224 
352 
190 
489 
356 

2133 
167.2 

98. 

8i-3 
16.7 
14.2 

0 
0 
0 

Central 

Jackson    

Madison  and    Madison 
Annex    j 

Lincoln 

Jefferson     
Kosciusko     
Senior    High  
Junior    High  • 

1-4 


MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 


BLACKBOARDS 


Table  VII  shows  the  facts  about  the  height  of  blackboards 
for  classrooms  in  different  grades  in  Winona.  According  to  the 
very  liberal  standards  set  up  in  this  table,  it  is  apparent  that  black- 
boards for  the  lower  grades  have  been  built  with  practically  no 
consideration  for  adapting  them  to  the  pupil  groups  which  were  to 
use  them.  The  blackboards  in  the  kindergarten  and  first  and 
second  grade  rooms  are  above  standard  height  for  children  in 
those  grades  in  every  elementary  school  building  in  the  city.  In 
Grade  3,  66.7  per  cent  are  above  the  standard  height,  and  in 
Grade  4,  50  per  cent  are  above  standard  height. 

TABLE  VII 

HEIGHT  OF  BLACKBOARDS  IN  THE  KINDERGARTEN  AND  FIRST  FOUR  GRADES 

IN  WINONA 


Kinder- 
garten 

Grade  I 

Grade  2 

Grade  3 

Grade  4 

Medium  height  in  inches.. 
Averrge  height  in  inches.. 
Minimum  height  in  inches. 
Maximum  height  in  inches. 
Standard  height  in  inches. 

298 
306 
28 
36 
24-25 

29-5 
29 
28 
30 
25-26 

29.8 
29.6 

28 
32 
26-27 

29.8 
29.6 
28 
32 
27-28 

30 
30.2 
28 
36 
28-29 

Per  cent  below  standard  .  . 
Per  cent  standard 

-?•?  -i 

CQ 

Per  cent  above  standard  .  .  . 

100 

100 

100 

66.7 

50. 

This  table  shows  that  the  blackboards  for  the  kindergarten  and  Grades 
i  and  2  are  above  the  standard  height  for  children  in  those  grades  in  all 
cases.  In  Grade  3,  66.7  per  cent  of  the  blrckboards  are  above  the  standard 
height,  and  in  Grade  4,  just  half  are  too  high. 

NATURAL  LIGHTING 

If  the  scores  given  to  the  natural  lighting  in  all  the  classrooms 
in  Winona  are  considered,  they  average  about  60  per  cent  of 
what  the  scores  should  be  if  the  amount  of  light  provided  in  all 
the  classrooms  were  up  to  standard. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  15 

In  a  standard  classroom,  the  window  space  should  be  at  least 
20  per  cent  of  the  floor  space.  Table  VIII  shows  that  83.5  per 
cent  of  all  the  classrooms  in  Winona  are  below  this  minimum 
standard.  Tn  17.39  per  cent  of  the  classrooms  the  percentage  is 
between  5  and  9,  in  23.48  per  cent  it  is  between  10  and  14,  and  in 
42.6  per  cent,  between  15  and  19.  The  relation  of  window  area 
to  floor  area  is  shown  graphically  in  Chart  6.  A  standard  class- 
room should  be  lighted  from  one  side,  preferably  the  left,  in  order 
to  avoid  cross-lights  which  are  a  source  of  eye  strain.  Table  IX 
shows  that  only  26.1  per  cent  of  the  classrooms  of  Winona  meet 
this  standard.  In  slightly  over  6  per  cent  of  the  classrooms, 
pupils  face  one  or  more  windows  while  they  study. 

TABLE  VI  i  I 

PER  CENT  OF  CLASSROOMS  IN  KACH  OF  THE  SCHOOL  BUILDINGS  OF  WIXOXA 

THAT  HAVE  LESS  THAN  THE  STANDARD  RATIO  OF  WINDOW  SPACE 

TO  FLOOR   SPACE,  THE  PER  CENT  THAT  HAVE   STANDARD  • 

RATIO.   AND   THE    PER    CENT   THAT   HAVE   ABOVE 

STANDARD  RATIO 


Buildings 

Per  Cent  of 

Classrooms 
Having  Less 
Than  the 
Standard 
Ratio 

Per  Cent  of         Per  Cent  of 
Classrooms          Classrooms 
Hrving                  Above 
Standard              Standard 
Ratio                     Ratio 

Madison  Annex  

25 

^o                          25 

Jefferson    

100 

Junior  High  
Senior  High 

70 

7?  c 

10                                  20 

->Q  6                                   ^  Q 

Sugar    Loaf  

100 

Lincoln 

IOO 

Jackson    

100 

Kosciusko 

7O 

?O                                    10 

Central    

IOO 

Madison 

IOO 

Washington    . 

8s  7 

14  1 

*<+  o 

I 

Total    

83  5 

II  -i                                 e  2 

In  a  standard  classroom  the  window  space  should  l:e  20  per  cent  of 
the  floor  space.  In  \Vinona  83.5  per  cent  of  the  classrooms  are  below  this 
standard,  11.3  per  cent  reach  the  standard,  and  5.2  per  cent  exceed  it. 
In  the  Mrdison,  Central,  Jackson,  Lincoln,  Smrar  Loaf,  and  Jefferson 
school  buildings,  there  is  no  single  classroom  that  has  the  standard  amount 
of  light. 

For  a  graphical  representation  of  these  facts,  see  Chart  6. 


16  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

TABLE  IX 
ORIENTATION  OF  ROOMS  IN  THE  WINONA  SCHOOL  BUILDINGS* 


Lighted    From 

No.  of  Rooms 

Per  Cent  of  Rooms 

Left 

30 

26.1 

Left   and    rear.           

56 

48.7 

Left,  rear,  and  right  
Left    and    right 

2 

o 

1-7 

o 

Right     
Right   and   rear 

4 
II 

34 
9.6 

Front     

•9 

Front  and   right 

i 

2.6 

Front    and    left  

3 

2.6 

Rear 

3 

2.6 

Rear    front    left   and  right  

, 

.9 

Front,  left,  and  right  

I 

•9 

Total     

lit; 

IOO 

*Frora  information  furnished  by  the  principals  of  the  different  schools  in  Winona, 
Minnesota. 

Only  26.1  per  cent  of  the  classrooms  in  Winona  are  lighted  from 
windows  to  the  left  of  the  pupils,  which  is  the  proper  method;  3.4  pa- 
cent  are  lighted  from  the  right ;  2.6  per  cent  from  the  rear ;  48.7  per  cent 
from  the  left  and  rear;  9.6  per  cent  from  the  right  and  rear;  6.1  per  cent 
from  the  front,  front  and  right  or  front  and  left;  and  3.5  per  cent  are 
lighted  from  three  or  four  sides. 

In  order  to  study  further  the  natural  lighting  in  Winona 
school  buildings,  tests  were  made  in  five  school  buildings  with 
a  photometer  or  foot  candle  meter.  The  unit  of  measure  for 
the  intensity  of  light  is  the  foot  candle.  An  intensity  of  one  foot 
candle  would  mean  the  intensity  of  one  standard  candle  on  an 
area  of  one  square  foot  at  ^  distance  of  one  foot.  For  class- 
rooms, study  rooms,  laboratories,  and  blackboards  a  standard  of 
at  least  four  foot  candles  would  be  an  absolute  minimum  for 
natural  lighting.  Another  standard  that  should  be  maintained 
is  that  the  variation  of  illumination  from  one  source  should  not 
be  greater  than  4  to  I.  It  is  desirable  also  that  the  lighting 
should  come  from  one  side,  preferably  the  left,  in  order  to  avoid 
cross-lights  which  are  a  source  of  eye  strain. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA 


CHART  6 

I  UK    RATIO    OF    WINDOW    AREA    TO    FLOOR    AREA    IN    THE    DIFFERENT 
SCHOOL  BUILDINGS  OF  WINONA 


Madison  Annex 

Jeffereon 

Junior  Hi$h  School 

Senior  High  School 

.Sugar  Loaf 

Lincoln 

JacKson 

K05ClU5kO 

Central 
Madbon 
Washington 
All  Schools 


Below  Standard 


Standard 


Above  Standard 


According  to  accepted  standards,  the  window  area  in  a  classroom  should 
be  20  per  cent  of  the  floor  area.  In  the  above  chart  the  black  portion  to 
the  left  represents  the  per  cent  of  classrooms  in  which  the  window  area 
is  less  than  20  per  cent  of  the  floor  area ;  the  middle  portion  represents 
the  number  of  rooms  which  are  at  standard;  and  the  portion  to  the  right, 
the  per  cent  of  rooms  which  are  above  the  standard. 

Six  of  the  eleven  school  buildings  in  Winona  have  inadequate  lighting 
in  every  classroom. 


i8  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

For  the  purpose  of  this  survey  a  study  was  made  of  lighting 
in  the  classrooms  of  the  Madison,  Madison  Annex,  Jefferson, 
Junior  High,  and  Senior  High  schools.  The  day  was  semi-cloudy 
with  alternate  clouds  and  sunshine.  The  study  in  the  first  two 
schools  mentioned  was  made  during  midday;  in  the  Junior  High 
School  between  the  hours  of  9  and  1 1  ;  and  in  the  Senior  High 
School  during  the  last  hour  of  the  school  day. 

In  the  Madison  School  the  light  comes  from  two  sides.  The 
cloakrooms  are  practically  devoid  of  illumination.  The  percent- 
age which  the  glass  area  was  of  the  floor  area  was  less  than  half 
the  standard  required  for  normal  lighting,  running  on  the  average 
a  little  less  than  10  per  cent  for  the  entire  building.  On  even 
the  brightest  day  it  would  be  impossible  for  these  rooms  to  pro- 
vide distribution  that  would  furnish  standard  daylight  illumina- 
tion on  the  desks.  The  distribution  of  light  in  rooms  of  this 
building  was  about  10  to  I,  that  is,  some  parts  of  the  room  were 
ten  times  as  well  lighted  as  other  parts.  The  most  poorly  lighted 
parts  of  the  classrooms  in  the  Madison  building  averaged  about 
60  per  cent  of  the  minimum  standard  illumination  and  the  poor- 
est lighting,  found  in  any  one  room,  was  less  than  40  per  cent  of 
the  standard. 

The  natural  lighting  in  the  Jefferson  elementary  school  and 
Junior  High  School  was  somewhat  better  but  was  far  below  the 
standard,  the  average  distribution  being  about  8  to  I  in  the  Jef- 
ferson School  and  about  10  to  i  in  the  Junior  High  School.  In 
neither  of  these  buildings  was  the  illumination  up  to  standard, 
many  cases  being  found  where  the  illumination  on  desk  tops  was 
only(  50  per  cent  of  the  standard. 

The  Madison  Annex  was  not  far  below  the  standard  in  the 
amount  of  illumination  but  since  the  windows  were  on  two  sides 
of  the  rooms,  there  were  strong  cross-lights  in  every  classroom. 

Natural  lighting  in  the  Senior  High  School  is  well  arranged 
and  for  the  most  part  adequate.  Excellent  distribution  was  found 
in  all  the  rooms  except  those  facing  the  court.  The  mechanical 
drawing  room  used  by  Junior  High  School  classes  was  deficient 
in  lighting  for  those  tables  most  distant  from  windows.  In  the 
emergency  sewing  room  the  natural  light  was  only  20  per  cent  of 
the  standard.  In  the  special  room,  designed  for  that  purpose,  it 
was  about  70  per  cent. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  19 

The  measurement  of  natural  lighting  in  the  Madison  School 
building  may  be  taken  as  typical  of  the  Washington  and  Central 
buildings  where  the  percentage  which  the  window  area  is  of  the 
floor  area  runs  about  the  same.  In  the  Washington  conditions 
are  worse  than  in  the  Madison — except  in  the  kindergarten 
room — and  the  Central  is  only  slightly  better  than  the  Madison. 
The  lighting  in  the  Jefferson  and  the  Junior  High  School  repre- 
sents about  the  conditions  found  in  the  Sugar  Loaf,  Lincoln, 
and  Kosciusko.  The  lack  of  a  sufficient  amount  of  light  and  the 
improper  orientation  of  the  classrooms  constitute  a  real  menace 
to  the  eyesight  of  the  school  children  of  Winona. 

ARTIFICIAL  LIGHTING 

The  fact  that  the  classrooms  of  Winona  are  deficient  in 
natural  lighting  makes  it  necessary  to  provide  artificial  light  in 
practically  all  the  classrooms  of  the  city.  Some  provision  has 
been  made  in  each  of  the  buildings  but,  in  general,  it  is  very  in- 
adequate. On  the  basis  of  scores  allotted,  the  artificial  lighting 
is  on  the  average  only  35  per  cent  of  standard  efficiency.  In  the 
Madison  building,  no  uniformity  of  methods  is  followed  with 
respect  to  artificial  lighting  and  the  variation  in  distribution  of 
rooms  that  were  provided  with  artificial  light  was  found  to  be 
very  great.  Only  one  room  in  this  building  had  a  distribution 
approaching  the  standard.  This  was  Room  7  which  was  provided 
with  two  semidirect  units  with  a  total  of  300  watts.  The  artificial 
lighting  provided  for  the  domestic  science  room  was  wholly  in- 
adequate. The  manual  training  room  and  the  toilets  were  without 
artificial  lighting  of  any  kind.  In  the  Junior  High  School  pro- 
vision has  been  made  for  some  sort  of  artificial  illumination  in  all 
the  rooms  but  no  general  policy  seems  to  be  followed  as  to  type 
of  units  or  as  to  method  of  illuminating.  In  no  room,  was  the 
lighting  adequate.  As  long  as  these  rooms  are  to  be  used  for 
school  purposes,  an  adequate  system  of  artificial  lighting  is  neces- 
sary. Semidirect  units  with  a  maximum  of  400  watts  for  the 
smaller  classrooms  and  800  watts  for  the  larger  classrooms  ought 
to  be  provided. 

The  poorest  artificial  lighting  found  in  the  Madison,  Jeffer- 
son, and  Junior  High  school  buildings  ran  from  o  to  I  foot 
candle.  The  general  conclusions  which  might  be  drawn  from 


20  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

this  photometric  study  is  that  the  natural  lighting  in  the  older 
school  buildings  of  Winona  is  highly  inadequate  and  that  the 
system  of  artificial  lighting  provided  does  not  adequately  supple- 
ment it. 

H HATING  AND  VENTILATION 

The  most  commonly  accepted  heating  and  ventilating  system 
for  school  buildings  is  the  direct-mechanical,  that  is,  direct  radi- 
ators located  in  each  room  and  a  mechanically  furnished  air  sup- 
ply. Thermostatic  control  should  be  provided  in  all  buildings  to 
keep  the  temperature  in  any  room  at  the  proper  degree.  Each 
heating  and  ventilating  system  should  also  be  equipped  with  effi- 
cient mechanical  devices  for  keeping  the  air  clean  and  supplied 
with  the  proper  amount  of  moisture.  The  air  should  be  taken  in 
from  above  the  roof  or  from  a  height  of  at  least  fifteen  feet  from 
the  ground  level. 

As  a  whole,  the  heating  systems  used  in  the  Winona  school 
buildings  are  fairly  satisfactory.  Nine  out  of  the  eleven  build- 
ings have  steam  boilers,  while  two  have  hot  air  furnaces.  Nearly 
all  schools  were  reported  by  the  principals  as  being  satisfactorily 
heated,  although  it  was  noticed  by  the  judges  that  the  heat  was 
riot  evenly  distributed  in  all  rooms,  some  rooms  being  entirely  too 
warm  as  compared  with  standard  temperature.  This  latter  con- 
dition is  due  to  the  fact  that  thermostatic  control  is  not  provided 
in  more  than  about  half  the  buildings. 

The  ventilation  in  the  Winona  schools  is  less  satisfactory  than 
the  heating.  All  except  two  buildings,  namely,  the  Jackson  and 
Sugar  Loaf,  are  equipped  with  a  fan  for  supplying  the  fresh  air 
to  the  classrooms,  but  few  of  the  buildings  have  a  mechanical 
exhaust  for  foul  air.  In  all  except  three  schools,  the  air  intake 
is  at  the  ground  level.  In  general,  it  may  be  said  that  the  ventilat- 
ing systems  are  below  standard. 

FIRE  PROTECTION 

Winona  buildings  are  very  poorly  protected  against  fire.  The 
median  score  on  fire  protection  in  all  schools  is  only  22  per  cent 
of  the  standard  score.  The  only  building  which  may  be  consid- 
ered fireproof  is  the  Senior  High  School.  All  the  other  buildings 
are  fire  traps,  with  wooden  floors  and  stairways  and  inadequate 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  21 

facilities  for  lighting  fire.  In  one  building  only  one  fire  extin- 
guisher was  provided  and  it  had  never  been  uncrated.  The 
tower  fire  escapes,  consisting  of  metal  covered  wooden  stair- 
ways with  wooden  platforms  leading  to  them,  are  almost  worth- 
less and  can  not  be  relied  upon  in  case  of  fire. 

It  is  impossible  to  make  any  one  of  the  elementary  school 
buildings  in  Winona  perfectly  safe  from  fire.  However,  those  ele- 
mentary buildings  which  are  not  to  be  immediately  abandoned 
should  be  adequately  equipped  with  fire  extinguishers,  fire  hose, 
fire  alarm  systems,  fire  doors,  fire  partitions,  and  as  far  as  pos- 
sible, fireproof  stairways. 

TOILETS 

The  toilet  facilities  in  the  Winona  schools  are  on  the  whole 
very  unsatisfactory.  The  toilets  are  poorly  distributed,  unsani- 
tary, and  in  many  instances,  inadequate.  Such  toilets  as  those 
found  in  the  Jackson  Building — inadequate,  extremely  unsani- 
tary, with  wooden  seats,  no  seclusion,  and  located  outside  the 
building — should  not  be  tolerated. 

CLOAKROOMS 

Cloakrooms  should  be  under  teacher  control,  easily  accessible 
to  the  children,  should  provide  ample  space  for  winter  wraps,  and 
be  so  located  as  to  make  possible  ventilation  away  from  the  class- 
room. They  should  be  sufficiently  large  and  so  arranged  as  to 
avoid  confusion.  The  hangers  should  be  so  placed  as  to  be  easily 
within  the  reach  of  pupils  accommodated,  and  located  so  as  to 
provide  for  free  passage  of  air  behind  the  wraps. 

Cloakrooms  in  the  Winona  school  buildings  are  in  general 
below  these  standards.  They  seem  to  be  located  wherever  there 
is  a  vacant  space  that  might  be  used  for  the  purpose.  Few  are 
directly  under  teacher  control.  Many  of  them  are  located  in  the 
corridors  and  some  are  located  in  the  basement. 

Since  lockers  are  substituted  for  cloakrooms  in  the  Senior 
High  School,  the  facilities  for  taking  care  of  wraps  are  satis- 
factory. However,  these  lockers  should  not  have  been  located 
in  the  corridors  as  they  now  are  but  in  separate  rooms  on  each 
floor  and  in  close  connection  with  the  study  rooms  and  general 
toilets. 


22  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

SPECIAL  ROOMS 

it  has  been  previously  pointed  out  that  the  school  plant  of 
Winona  is  almost  entirely  lacking  in  special  rooms.  It  is  highly 
desirable  that  even  a  modern  elementary  school  building  be  pro- 
vided with  special  rooms  which  will  make  possible  the  type  of 
administration,  instruction,  and  care  of  health,  which  a  school 
building  should  provide.  It  is  recommended  that  each  of  the 
elementary  school  buildings  constructed,  in  carrying  out  the 
building  program  outlined  in  this  survey,  contain  as  a  minimum 
a  combination  auditorium  and  gymnasium,  which  will  serve  as  a 
place  for  community  gatherings ;  a  principal's  office  with  an  adja- 
cent book  and  store  room ;  a  combination  teachers'  rest  and  lunch 
room ;  a  lunch  room  for  pupils ;  a  nurse's  room ;  a  janitor's  work- 
room and  storeroom ;  and  a  bicycle  room.  The  Junior  High 
School  should  be  provided  with  a  large  number  of  special  rooms 
adapted  to  the  administration  and  instructional  work  of  a  modern 
junior  high  school.  In  the  present  school  plant  of  Winona,  the 
offices  for  school  officials  are  usually  small  and  inadequate.  There 
are  no  specially  designed  nurse's  rooms,  lunch  rooms,  teachers' 
rooms,  janitor's  rooms,  playrooms,  or  studios.  There  are  no 
library  rooms  in  any  of  the  elementary  school  buildings.  It  is 
recommended  that  no  rooms  be  provided  in  the  proposed  new 
elementary  schools  for  manual  training,  domestic  science,  or  in- 
dustrial work.  It  is  believed  that  these  subjects  should  be  offered 
for  the  first  time  in  the  seventh,  eighth,  and  ninth  grades;  all 
pupils  receiving  instruction  in  these  subjects  would  therefore  be 
attending  the  central  Junior  High  School.  Making  provision  for 
the  teaching  of  these  subjects  in  a  single  central  junior  high 
school  would  be  economical  in  that  it  would  prevent  duplication 
of  unnecessary  special  rooms  and  special  equipment.  It  would 
also  make  it  possible  to  utilize  the  time  of  the  manual  training 
and  domestic  science  teachers  more  fully. 

DRINKING  AND  WASHING  FACILITIES 
The  drinking  and  washing  facilities  in  the  Winona  school 
buildings,  though  for  the  most  part  adequate,  so  far  as  numbers 
go,  are  in  many  instances  unsanitary  and  inconvenient.  In  sev- 
eral of  the  schools,  bubblers  attached  to  the  faucets  on  the  wash- 
bowls serve  as  drinking  fountains.  These  are  undesirable  both 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  23 

from  the  standpoint  of  convenience  and  of  sanitation.  The  drink- 
ing fountains  are  not  of  the  latest  type,  since  pupils  can  touch 
their  mouths  directly  to  the  metal  tops  of  the  bubblers.  The 
best  type  of  fountain  is  one  so  designed  that  children  are  not  able 
to  touch  with  their  mouths  the  part  from  which  the  water  comes. 
One  washbowl  should  be  provided  for  every  fifty  children.  They 
should  be  located  in  toilet  rooms,  teachers'  rooms,  janitors'  rooms, 
laboratories,  and  bathrooms,  and  should  be  provided  with  both 
hot  and  cold  water. 

BATHING  FACILITIES 

There  are  no  bathing  facilities  whatever  in  any  school  build- 
ing in  Winona.  Shower  baths  are  considered  desirable  in  all 
types  of  school  buildings.  They  should  be  provided  separately 
for  boys  and  girls  and  located  so  as  to  be  easily  accessible  from 
gymnasium  and  playgrounds.  Individual  shower  stalls  and  ad- 
joining dressing  rooms  should  be  provided  and  each  medical  in- 
spection room  should  have  an  adjacent  tub  bath. 

CONCLUSIONS 

1.  In  this  chapter  it  has  been  pointed  out  that  the  city  of 
Winona  has  been  inactive  for  many  years  in  the  construction  of 
elementary  school  buildings  and  that  her  school  building  plant 
is  now  very  inadequate  from  the  point  of  view  of  modern  health 
standards  and  modern  educational  needs. 

2.  With    the   exception    of    the    Madison,    Washington,    and 
Central  schools,  the  playground  space  is  extremely  inadequate. 
In  view  of  the  increasing  emphasis  now  being  given  to  physical 
training  and  supervised  play,  it  would  be  highly  desirable  to  pur- 
chase  playground   space   around   each   of   the   school   buildings, 
which  would  provide  at  least  100  square  feet  per  pupil.     Two  or 
three  times  that  much  would  be  better. 

3.  With  no  exceptions,   the  elementary   school  buildings   of 
Winona  have  an  insufficient  amount  of  window  space  to  provide 
for  natural  lighting.    The  system  of  artificial  lighting  provided  is 
inadequate.     Indeed,  it  would  hardly  be  possible  to  install  any 
system  of  artificial  lighting  which  would  remedy  the  defects  in 
the  natural  lighting  of  the  Winona  elementary  school  buildings. 


24  MERV1N  G.  NEALE  AND  SIGURD  B.  SEVERSON 

4.  With  the  exception  of  the  Senior  High  School,  every  school 
building  in  Winona  is  a  fire  risk  to  such  an  extent  that  the  lives 
of  pupils  in  these  school  buildings  are  in  danger  every  minute  they 
occupy  the  buildings.     It  is  believed  that  no  city  should  run  the 
risk  involved  in  housing  pupils  in  buildings  of  such  a  dangerous 
type. 

5.  Very  little  provision  has  been  made  in  any  of  the  school 
buildings  of  Winona  for  special  rooms.    The  buildings  were  con- 
structed before  the  standards  for  special  rooms  in  school  build- 
ings were  devised. 

6.  It   is   recommended   that   the   Madison,   Central,   Madison 
Annex,  Sugar  Loaf,  and  Junior  High  school  buildings  be  aban- 
doned, as  soon  as  new  buildings  can  be  constructed  to  provide  for 
the  children  which  these  buildings  now  accommodate. 

7.  The  Washington  and  Kosciusko  buildings  scoj*e  just  above 
the  point  at  which  school  buildings  are  recommended  for  aban- 
donment.    The  Jackson,  Lincoln,  and  Jefferson  buildings  would 
need    thorough    overhauling   and    modernizing    in    order    to    be 
adapted  to  modern  educational  uses.     The  Senior  High  School 
building  scores  low,  largely  because  of  the  fact  that  it  has  neither 
a  gymnasium  nor  an  auditorium. 


CHAPTER  II 

THE  NUMBER  OF  PUPILS  IN  WINONA  FOR  WHOM 
SCHOOL  FACILITIES  SHOULD  BE  PROVIDED 

It  is  the  purpose  of  this  chapter  to  indicate  briefly  the  present 
distribution  of  school  pupils  in  the  different  elementary  schools 
of  Winona,  to  estimate  the  probable  number  of  pupils  to  be  pro- 
vided for  in  the  future,  and  to  recommend  a  districting  of  the 
city  which  would  prove  most  economical  and  most  desirable  edu- 
cationally. 

Winona  was  a  rapidly  growing  city  from  1870  to  1890.  Dur- 
ing the  period  between  1880  and  1890,  the  population  of  Winona 
increased  78.4  per  cent,  an  increase  more  than  10  per  cent  greater 
than  that  of  the  entire  state.  From  1890  to  1900,  the  population 
of  Winona  increased  8.3  per  cent.  During  the  next  ten-year 
period  there  was  a  decrease  of  5.7  per  cent,  but  from  1910  to 
1920  there  was  a  3  per  cent  increase  in  total  population  of  the 
city.  These  per  cents  are  shown  in  Table  X. 

TABLE  X 

COMPARISON  OF  TREND  OF  POPULATION  GROWTH  IN  MINNESOTA  Ajsm 
WINONA  OVER  A  PERIOD  OF  YEARS 


Population 

Increase  over 
Previous  Census 
Number* 

Per  Cent 

1920 

Minnesota    

2,387,125 

3ii 

,417 

15- 

1020 

Winona           

10,147 

<6o 

3- 

IQIO 

Minnesota    

2,075,708 

324,314 

18.51 

1910 

Winona 

18,583 

j 

,131 

—  5.7 

1900 

Minnesota     

i,75i,394 

441 

,111 

337 

I9OO 

Winona 

10,714 

T 

.<o6 

8.3 

1890 

Minnesota    

1,310,283 

529,510 

67.8 

1890 

Winona    , 

18,208 

8,000 

78.4 

I880 

Minnesota    | 

780,773 

34i 

,067 

77-6 

1880 

Winona    | 

10,208 

3,016 

41.9 

*  Decrease   is   indicated   by   a   minus  sign. 

This  table  shows  that  Winona  grew  rapidly  from  1870  to  1890  and 
that  after  a  slight  decrease  during  jthe  period  between  1900  and  1910  the 
population  again  started  to  increase  during  the  period  between  IQIO  and 
1920. 


26 


MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 


Table  XI  shows  that  the  population  has  not  increased  uni- 
formly in  all  parts  of  the  city,  during  the  ten  years  between  1910 
and  1920.  During  this  period,  Wards  I  and  II  increased  in  popu- 
lation 9.2  and  7.9  per  cent,  respectively,  Ward  III  had  an  in- 
crease of  2  per  cent,  while  Ward  IV  showed  a  decline  in  popula- 
tion of  5.4  per  cent. 

TABLE  XI 
TREND  OF  POPULATION  IN  WINONA  BY  WARDS  FROM  1910  TO  1920* 


Per  Cent 

Ward 

Population 

Population           Increasef 

Increase 

1910 

1920 

1910-20 

1910-20 

I 

5,604 

6,121 

517 

9-2 

II 

3,549                       3,828 

279                   7-9 

III 

3,704                       3777                        73                   2 

TV 

5,726                       5,417                  —309               —5-4 

Total 


18,583 


I9J43 


560 


*  From  the  United   States  census   returns, 
f  Decrease  indicated  by  minus  sign. 

Wards  I  and  II  have  increased  in  population  92  and  7.9  per  cent 
respectively,  during  the  decade  between  1910  and  1920.  Ward  III  has 
slightly  more  than  held  its  own,  and  Ward  IV  has  decreased  in  popula- 
tion 5.4  per  cent.  The  gain  in  population  for  the  entire  city  during  the 
period  was  3  per  cent. 

The  total  column  at  the  right  of  Table  XII  shows  that  there 
has  not  been  any  great  increase  in  the  school  enrollment  during 
the  ten  years  from  1912-13  up  to  1921-22.  The  minimum  total 
enrollment  for  the  period  was  2,466  for  the  school  year  1912-13 
and  the  maximum  was  2,621  for  the  school  year  1919-20.  The 
average  total  enrollment  for  the  ten  school  years  mentioned  was 
2,557.  In  general  then,  it  might  be  said  that  Winona  is  a  city 
that  seems  to  be  settling  down  to  a  slow  but  steady  growth  after 
a  period  of  decrease  in  the  population,  and  that  the  school  en- 
rollment figures  for  the  past  ten  years  indicate  a  relatively  con- 
stant school  population  which  shows  only  a  slight  tendency  to 
increase  when  the  total  enrollment  figures  for  each  year  are  con- 
sidered. 


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28  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

In  order  to  get  a  better  basis  for  estimating  the  school  popula- 
tion to  be  provided  for  in  each  of  the  school  districts,  a  study 
was  made  of  the  distribution  of  students  now  attending  school 
in  Winona  by  wards  and  precincts  as  well  as  by  school  districts. 
In  order  to  make  this  distribution  fit  in  with  the  types  of  educa- 
tional organization  recommended,  the  pupils  were  arranged  in 
three  groups,  the  first  group  comprising  the  elementary  school 
pupils,  those  from  the  kindergarten  through  Grade  6;  the  second 
group,  the  junior  high  school  pupils,  including  those  from  Grades 
7  to  9  inclusive ;  and  the  third  group,  the  senior  high  school 
pupils,  or  Grades  10  to  12  inclusive.  Table  XIII  is  interesting  in 

TABLE  XIII 

NUMBER  OF  ELEMENTARY,  JUNIOR  HIGH  SCHOOL,  AND  SENIOR  HIGH  SCHOOL 

PUPILS  ATTENDING  SCHOOL  IN  WINONA  IN  APRIL,  1922,  BY-  WARDS 

AND  BY  PRECINCTS* 


Elementary 
School 
Enrollment 

Junior 
High 
Enrollment 

Senior 
High 
Enrollment 

Total 

Ward    I.. 

670 

2^n 

167 

1,070 

Precinct 

i 

181 

76 

4O 

207 

Precinct 

2  

158 

47 

•JQ 

2-1/1 

Precinct 

•j 

ic,2 

eg 

42 

2C2 

Precinct 

A 

1  88 

C2 

46 

286 

Ward    II 

218 

86 

t-ai 

4-jc 

Precinct 

I  

117 

46 

cc 

218 

Precinct 

2  

26 

18 

«1 

7e 

Precinct 

•j 

70; 

22 

xc 

1  42 

Ward    III 

2Q7 

IQC 

OI 

480 

Precinct 

I  ... 

00 

en 

32 

181 

Precinct 

2  

1  06 

•JQ 

^6 

172 

Precinct 

3  

88 

2$ 

27 

n6 

Ward    IV. 
Precinct 
Precinct 

i  

2  

36i 

88 

100 

60 
20 
•JQ 

45 
16 

17 

466 
124 
i=;6 

Precinct 

-i 

CO 

7 

7j 

Precinct 

4.  . 

IQC, 

•i 

7 

T  j  e 

11D 

Ward 

totals  

1,551 

484 

434 

2,469 

*  From  count  of  spot  maps  furnished  by  the  principals  of  each  of  the  schools  in 
Winona. 


SCHOOL  BUILDING  PROGRAM  FOR  W1NONA 


29 


that  it  shows  that  Ward  I  furnishes  over  43  per  cent  of  the  total 
public  school  enrollment  of  the  city.  Wards  II  and  III  furnish 
about  38  per  cent  and  Ward  IV,  about  19  per  cent  of  the  total 
school  population. 

Table  XIV  shows  the  number  of  pupils  by  school  divisions  in 
each  of  the  elementary  school  districts  of  Winona.  The  tota.1 
number  of  pupils  shown  in  this  table  does  not  agree  exactly  with 
the  totals  in  Table  XII  for  the  reason  that  it  was  made  from  spot 
maps  furnished  by  the  principals  of  the  individual  schools.  On 
these  maps,  the  principals  indicated  the  exact  location  of  each 
pupil  now  attending  school  in  the  city  of  Winona.  This  fact, 
however,  does  not  interfere  with  the  purpose  for  which  Table 
XIV  is  used. 

TABLE  XIV 

NUMBER  OF  ELEMENTARY,  JUNIOR  HIGH  SCHOOL,  AND  SENIOR  HIGH  SCHOOL 

PUPILS  ATTENDING  SCHOOL  IN  WINONA,  IN  APRIL,  1922,  BY  PRESENT 

SCHOOL  DISTRICTS* 


Districts 

Elementary 
School 
Enrollment 

Junior 
High 
Enrollment 

Senior 
High 
Enrollment 

Total 

Jefferson 

270 

104 

40 

432 

Madison     

322 

104 

118 

C44 

Lincoln 

208 

C7 

-in 

3O4 

Central    .           .... 

215 

00 

126 

440 

Washington    

130 

41 

40 

220 

Jackson 

155 

C2 

41 

248 

Kosciusko    

107 

27 

18 

242 

Sugar  Loaf 

36 

7 

30 

Total 

I    ^1 

484 

434 

2  460 

*  From  a  spot  map  count  of  the  location  of  pupils  furnished  by  the  school 
principals. 

ESTIMATE   OF  POPULATION   INCREASE 

In  order  to  estimate  the  probable  number  of  pupils  to  be 
provided  for  in  any  school  building  program  now  undertaken, 
it  was  believed  necessary  to  estimate  the  population  up  to  the 
year  1940.  This  period  of  time  is  not  too  long  because  it  is  well 
within  the  life  of  any  new  building  constructed  at  this  time  and  is 


30  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

within  the  life  of  permanent  improvements  which  might  be  rec- 
ommended for  making  any  of  the  present  school  buildings  of 
Winona  meet,  in  so  far  as  possible,  modern  school  building  stand- 
ards. The  estimate  of  the  city  population  made  for  1940  is  be- 
lieved to  be  a  very  conservative  one.  It  assumes  that  Winona  will 
continue  to  grow  slowly  very  much  as  it  has  during  the  past  ten 
years.  The  population  figures  for  1930  and  1940  were  determined 
by  continuing  the  general  population  trend  in  each  of  the  wards 
of  the  city,  except  in  Ward  IV  where  it  is  not  believed  that  there 
will  be  much  further  decrease  in  population. 

TABLE  XV 

POPULATION  OF  WINONA,  BY  WARDS  AS  SHOWN  BY  CENSUS   RETURNS  IN 
1910  AND  1920  WITH  ESTIMATES  OF  POPULATION  IN  1930  AND  1940 


Wards 

1910 

i 

1920 

! 

1930 

1940 

I 

5,604 

6,121 

6,683 

7,294 

II 

3,549 

3,828 

4J30 

4,456 

III 

3,704 

3,777 

3,853 

3,930 

IV                   5,726 

5,417 

5,200 

i  

5,200 

Total 


18,583 


I9J43 


19,866 


20,880 


This  estimate  of  the  population  trend  in  Winona  assumes  that  each 
of  the  wards  will  continue  the  trend  shown  during  the  ten  years  between 
1910  and  1920,  except  in  Ward  IV  where  it  is  estimated  that  there  will  be 
very  little  further  decrease  in  population. 

Table  XV  shows  the  United  States  census  population  figures 
for  each  of  the  four  wards  in  1910  and  1920  and  the  estimates 
of  the  population  in  these  wards  for  1930  and  1940.  It  is  esti- 
mated that  the  total  population  of  the  city  will  be  20,880  by  1940. 
The  trend  of  population  for  the  entire  city  as  shown  by  the  United 
States  census  figures,  and  the  estimated  trend  from  1920  to  1040 
are  represented  graphically  in  Chart  /. 


SCHOOL  Hl'ILDlNG  PROGRAM  FOR  WINONA  31 

CHART  7 

TREND  OF  POPULATION  IN  WINONA  FROM   1880  TO  1920  AS  SHOWN  BY 

THE  UNITED  STATES  CENSUS  REPORTS,  AND  ESTIMATED  TREND 

FROM   1920  TO  1940 


£5,000 


eo,ooo 


15,000 


10,000 


5,000 


0 


1880     1690       1900       1910       19£0       1950      1940 


This  chart  shows  that,  after  the  rapid  period  of  growth  from  1870 
to  1890  and  the  slight  decrease  from  1900  to  1910,  Winona  has  probably 
settled  down  to  a  slow  and  steady  growth.  It  is  estimated  that  by  1940 
the  population  will  be  almost  21,000. 


32  MERV1N  G.  NEALE  AND  SIGURD  B.  SEVERSON 

NUMBER  OF  PUPILS  TO  BE  PROVIDED  FOR  BY   1940 

It  was  next  considered  desirable  to  estimate  the  total  number 
of  public  school  pupils  to  be  provided  for  out  of  this  popula- 
tion of  20,880.  This  was  done  by  estimating  the  per  cent  which 
the  school  population  would  be  of  the  total  population  at  that 
time.  In  1910  the  school  population  of  Winona  was  13.2  per 
cent  of  the  total  population.  By  1920  this  figure  had  increased 
to  13.7  per  cent.  It  was  estimated  that  by  1940  the  school  popula- 
tion would  be  approximately  15  per  cent  of  the  total  population. 
On  this  basis,  out  of  the  total  population  of  20,880,  there  would 
be  3,132  public  school  pupils  for  whom  building  facilities  should 
be  provided.  In  order  to  tell  the  kind  of  building  facilities  that 
ought  to  be  provided  for  these  3,132  pupils,  it  is  necessary  to  make 
some  estimate  of  the  number  of  pupils  who  will  attend  the  ele- 
mentary school,  the  number  who  will  have  to  be  cared  for  in 
the  Junior  High  School,  and  the  number  who  will  attend  Senior 
High  School. 

As  a  basis  for  making  this  division,  Tables  XVI  and  XVII 
are  inserted.  The  first  of  these  tables  shows  the  number  of  pupils 
in  the  kindergarten  and  in  Grades  i  to  6,  in  Grades  7  to  9,  and  in 
Grades  10  to  12,  by  years  from  1912  to  1922;  and  the  second  one 
shows  the  per  cent  of  the  total  school  enrollment  found  in  each 
of  the  school  divisions. 

TABLE  XVI 
ENROLLMENT  BY  SCHOOL  DIVISIONS  IN  WINONA  FROM  1912  TO  1922 


Year 

Kinder- 
garten 

Grades 
1-6 

Grades 
7-9 

Grades 

10-12 

Total 

IQI2-I? 

189 

1,432 

534 

311 

2,466 

1913-14     
1914-15      

ioi5-i6 

230 
205 
240 

1,441 

1,419 
1,393 

546 
542 
^63 

325 
309 
370 

2,542 
2,475 
2,566 

1916-17    . 

206 

1,395 

558 

354 

2,513 

I0l7-l8 

23T 

i.  410 

576 

ICQ 

2  578 

1018-10 

262 

1,392 

573 

368 

2  ZQZ 

1919-20    
1920-21 

273 

258 

1,389 
1,388 

561 

553 

398 
415 

2,621 

2  614 

1021-22     . 

203 

1,349 

.5.56 

489 

2.507 

SCHOOL  BUILDING  PROGRAM  FOR  W 1 NONA 


33 


TABLE  XVII 

PER  CENT  DISTRIBUTION  OF  ENROLLMENT  BY  SCHOOL  DIVISIONS  IN  WINONA 
FROM  1912  TO  1922 


Year 

Kinder- 
garten 

Grades 
1-6 

Grades 
7-9 

Grades 

IO-I2 

Total 

IQI2-I^ 

7  7 

58 

21  7 

126 

IOO 

IQI  VI4 

...              9 

56.7 

21.5 

12.8 

IOO 

IOI4-IC 

1         8.3 

C7.7 

21  O 

12  5 

IOO 

1015-16    . 

9-3 

54.-? 

22 

14.4 

IOO 

IOl6-I7 

82 

cc  c 

22  2 

MI 

IOO 

1017-18    . 

9 

54.7 

22.3 

14 

IOO 

1018-10 

10 

c?  7 

22  I 

14  2 

IOO 

IQIQ-2O 

10.4 

51 

21.4 

15  2 

IOO 

1920-21     

9.9 

53 

21.  1 

16 

IOO 

1921-22 

7.8 

51  n 

21.4 

18.0 

IOO 

One  of  the  most  striking  facts  revealed  in  Table  XVII  is  the 
large  and  increasing  percentage  of  the  school  population  which  is 
enrolled  in  the  senior  high  school  grades.  Ten  per  cent  is  con- 
sidered a  high  proportion  to  have  enrolled  in  Grades  10,  u,  and 
12.  In  Winona  the  percentage  was  18.9  for  the  year  1921-22. 
Another  striking  fact  is  that  there  has  been  no  increase  in  the 
percentage  of  pupils  enrolled  in  the  junior  high  school  grades. 
This  is  undoubtedly  due  to  the  fact  that  no  provision  has  been 
made  in  the  junior  high  school  for  the  seventh  grade  and  to  the 
further  fact  that  the  eighth  and  ninth  grade  pupils  have  been 
housed  in  a  building  which  is  in  practically  every  way  inadequate 
for  the  needs  of  a  modern  junior  high  school.  There  has  been 
some  decrease  in  the  percentage  of  pupils  enrolled  in  Grades  i  to 
6  due  largely  to  an  increased  percentage  of  pupils  enrolling  in 
the  senior  high  school  years. 

After  a  careful  study  of  Tables  XVI  and  XVII,  it  is  estimated 
that  by  1940,  58  per  cent  of  the  total  school  enrollment  will  be 
found  in  the  kindergarten  and  elementary  school  grades — that 
is,  from  the  kindergarten  through  Grade  6 ;  that  24  per  cent  will 
be  enrolled  in  the  junior  high  school — that  is,  Grades  7  to  9 ;  and 
that  1 8  per  cent  of  the  total  school  enrollment  will  be  in  Grades 
10,  n,  and  12.  On  the  basis  of  these  percentages,  it  is  estimated 
that  the  3,132  pupils  who  may  attend  the  public  schools  of  Winona 


34  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

by  1940  will  be  divided  among  the  three  school  divisions  as  fol- 
lows:  kindergarten  and  elementary  schools,  1,816;  junior  high 
school,  752 ;  senior  high  school,  564.  It  is  also  estimated  that 
provision  will  need  to  be  made  for  at  least  50  additional  high 
school  pupils  who  may  attend  from  outside  the  Winona  school 
district. 

SUGGESTED  REDISTRICTING 

Before  estimating  the  number  of  elementary  school  pupils  to 
be  provided  for  in  each  school  district,  it  is  desirable  to  make 
certain  recommendations  with  respect  to  the  rearrangement  of 
the  elementary  school  districts.  It  is  recommended  that  the 
Washington  and  Kosciusko  school  districts  be  combined  as  soon 
as  these  buildings  are  replaced.  It  is  recommended  that  the 
boundary  line  of  this  single  district  be  Laird  Street  on  the  west. 
It  is  recommended  further  that  the  Central  School  district  be 
enlarged  by  including  in  it  the  portion  of  the  Jackson  School  dis- 
trict west  of  Laird  Street.  It  is  recommended  also  that  the 
Sugar  Loaf  School  building  be  abandoned  and  that  the  pupils 
from  this  school  be  transported  either  to  the  Washington  or  the 
Kosciusko  School  until  such  time  as  these  buildings  are  replaced. 
In  that  event  the  pupils  should  be  transported  to  the  building 
which  replaces  the  Washington  and  Kosciusko.  It  is  recom- 
mended that  other  elementary  school  boundary  lines  be  left  as 
they  are. 

This  recommended  change  in  the  boundary  lines  of  these 
school  districts  will  be  discussed  in  detail  in  Chapter  III  of  this 
report.  Table  XVIII  shows  the  number  of  elementary  school 
pupils,  junior  high  school  pupils,  and  senior  high  school  pupils 
now  residing  within  each  of  the  proposed  districts. 

By  1940  it  is  estimated  that  the  following  school  enrollment 
in  each  of  these  elementary  school  districts  will  need  to  be  pro- 
vided for — Washington-Kosciusko,  475  ;  Central,  330 ;  Madison, 
400;  Lincoln,  260;  Jefferson,  350.  Elementary  school  buildings 
should  then  be  provided  in  the  school  building  program  adopted 
which  would  care  for  the  number  of  pupils  indicated  above  in 
each  of  the  proposed  districts.  The  Junior  High  School  building 
should  be  constructed  so  as  to  provide  for  approximately  750 
pupils. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  35 

TABLE  XVIII 

NUMBER"  OF  ELEMENTARY,  JUNIOR  HIGH  SCHOOL,  AND  SENIOR  HIGH  SCHOOL 

PUPILS  ATTENDING  SCHOOL  IN  WINONA  IN  APRIL,  1922,  BY 

PROPOSED  SCHOOL  DISTRICTS* 


;  Elementary 

Junior 

Senior 

Districts                      School 

High 

High 

Total 

Enrollment 

Enrollment 

Enrollment  j 

Washington- 

Kosciuskof    456 

85 

69 

610 

Central^    286 

134 

159 

579 

Madison    322 

104 

118 

544 

Lincoln    208 

57 

39 

304 

Jefferson                                       279 

104 

49 

4^2 

Total                                   i  551 

484 

474 

2,469 

*  As   determined  'from   spot   maps   furnished   by   the   school   principals. 

t  Includes  the  elementary  school  pupils  from  the  Sugar  Loaf  district  and  that 
portion  of  the  Jackson  bounded  by  Wabasha  Street  on  the  north  and  Laird  Street 
on  the  east. 

t  Includes   that    portion    of   the   Jackson    School   district    west   of   Laird    Street. 

SUMMARY 

1.  It  is  recommended  that  the  building  program,  undertaken 
at  the  present  time,  take  into  consideration  the  possible  number  of 
pupils  to  be  accommodated  in  the  different  school  divisions  of 
Winona  up  to  1940. 

2.  It  is  estimated  that  by  1940  provision  will  need  to  be  made 
for    approximately    1,816    kindergarten    and    elementary    school 
pupils,  752  junior  high  school  pupils,  and  564 -senior  high  school 
pupils. 

3.  It  is  recommended  that  a  rearrangement  of  the  elementary 
school  districts  in  Winona  be  made,  so  that  the  Sugar  Loaf  and 
Jackson   school   buildings   will   be   abandoned,   and   so   that   the 
Washington  and  Kosciusko  districts  will  be  combined.     This  will 
mean  that  the  Washington-Kosciusko  district  would  provide  for 
the  elementary  school  pupils  now  enrolled  in  those  schools  and 
also  for  those  now  enrolled  in  the  Sugar  Loaf   School.     It  is 
recommended  that  the  portion  of  the  Jackson  School  district  east 
of  Laird  Street  be  annexed  to  the  Washington-Kosciusko  district 
and   that  the  portion  west  of  Laird   Street  be  annexed  to  the 
Central  School  district. 


36  MERLIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

4.  With  the  district  lines  rearranged  according  to  this  plan,  it 
is  estimated  that  by  1940  the  following  numbers  of  elementary 
school  pupils  would  need  to  be  provided  for  in  these  districts : 
Washington-Kosciusko,  475;  Central,  330;  Madison,  400;  Lin- 
coln, 260;  Jefferson,  350. 

5.  It  is   recommended  that   the   capacity   of   the   elementary 
school  buildings  planned  for  these  districts  be  as  above  indicated. 

6.  It  is  recommended  that  a  single  junior  high  school  building 
be  erected  with  accommodations  for  750  pupils.     It  is  recom- 
mended that  provision  be  made  for  approximately  600  senior  high 
school  students.    With  the  addition  of  a  gymnasium  and  an  audi- 
torium, it  is  believed  that  the  present  high  school  building  will 
accommodate  that  number  of  students  with  careful  planning  of 
the  daily  schedule. 


CHAPTER  III 

THE   PROPOSED  SCHOOL  BUILDING  PROGRAM  FOR 

WINONA 

In  Chapter  1.  it  was  pointed  out  that  on  the  basis  of  the 
scores  allotted  to  the  Junior  High,  Sugar  Loaf,  Madison  Annex, 
and  Madison  school  buildings,  they  should  be  recommended  for 
replacement  in  the  immediate  future.  In  addition  to  the  building 
scores,  information  was  presented  about  each  of  these  buildings, 
showing  that  they  were  unsafe,  unhealthful,  and  not  adapted  to 
the  needs  of  modern  education.  It  was  also  shown  that  the 
Washington  and  the  Kosciusko  buildings  score  only  slightly  above 
the  point  where  buildings  are  usually  recommended  for  abandon- 
ment. Evidence  was  also  presented  which  showed7 that  the  Lin- 
coln and  the  Jefferson  schools  need  to  undergo  very  extensive 
general  overhauling  and  repairing  before!  they  may  be  considered 
satisfactory  for  school  use.  In  Chapter  II,  studies  of  the  popula- 
tion and  school  enrollment  were  presented  and  suggestions  rela- 
tive to  a  rearrangement  of  school  districts  were  made.  It  was 
estimated  that  by  1940  provision  should  be  made  for  about  600 
senior  high  school  pupils  (Grades  10  to  12),  752  junior  high 
school  pupils  (Grades  /  to  9),  1,816  elementary  school  pupils 
(kindergarten  to  Grade  6).  In  this  chapter  it  is  desired  to  utilize 
these  facts  and  some  others  in  recommending  a  building  program 
to  the  Board  of  Education  and  citizens  of  Winona. 

THE  JUNIOR  HIGH  SCHOOL 

It  is  recommended  that  the  present  Junior  High  School  build- 
ing be  abandoned  and  that  a  single  building  be  constructed  to 
take  care  of  the  total  junior  high  school  enrollment  in  Grades  7, 
8,  and  9  of  the  entire  city.  It  is  estimated  that  the  enrollment  in 
these  grades  will  reach  752  by  1940  and  it  is  recommended  that 
the  building  be  planned  and  built  to  accommodate  that  number. 
Many  cities  are  now  building  junior  high  school  buildings  on 
sites  of  from  seven  to  ten  acres  or  more.  The  necessity  for  play 
space  and  athletic  fields  has  been  one  of  the  chief  factors  in  the 
selection  of  such  sites.  On  account  of  the  peculiar  arrangement 


38  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

of  the  city  of  Winona,  however,  it  is  not  recommended  that  the 
building  be  located  on  a  site  of  this  size.  To  get  such  a  site  would 
necessitate  locating  the  building  far  from  the  center  of  the  city 
or  paying  what  would  be  practically  a  prohibitive  price  for  three 
or  four  blocks  of  improved  property.  It  is  therefore  recom- 
mended that  a  single  block  of  land  be  purchased,  if  possible,  near 
the  present  Junior  High  School  site. 

It  is  strongly  recommended  that  a  single  junior  high  school 
building  be  erected.  The  city  of  Winona  is  not  so  long  but  that 
the  great  majority  of  the  pupils  would  live  within  a  reasonable 
distance  of  a  building  constructed  near  the  present  Junior  High 
School  building  site.  School  building  authorities  set  a  mile  and  a 
half  as  a  reasonable  maximum  radius  for  a  junior  high  school  dis- 
trict. Figure  I  shows  that  a  circle  drawn  from  the  corner  of 
Winona  Street  and  Broadway,  with  a  radius  of  one  and  one- 
half  miles  includes  all  but  fourteen  of  the  junior  high  school 
students  in  Winona  (seventh,  eighth,  and  ninth  grade  pupils 


1 


I L L L. 

FIGURE    1     Distribution 'Of    Junior    High     School      pupils     ,«   Wmon*.    Seventh 
eighth    and     ninth    grades    included.    This    map    shows    that    all     bat    fourteen 
pupils  are    included   within  a     one -and -one- LI  f  m,\e    radius     pom  the    corner    of 
Winona    St    and    Broadway     A   one-and-onc-half    mile    radius    is    considered    * 
ramble     maximum    for  a     Junior     t%h    School    District 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  .39 

included).  The  distance  is  not  too  great  to  have  a  single  build- 
ing. The  strongest  argument  for  a  single  building,  however,  lies 
in  the  fact  that  it  would  be  financially  and  educationally  much 
more  economical  to  have  a  single  junior  high  school  building  than 
to.  have  this  work  divided  between  two  buildings.  It  would 
be  financially  economical  to  have  the  single  building  because 
duplicate  provision  would  not  have  to  be  made  for  laboratories 
and  shops.  A  single  junior  high  school  principal  could  supervise 
the  school.  Duplication  of  expensive  equipment  would  be 
avoided.  The  larger  grouping  of  pupils  in  a  single  school  would 
make  possible  a  more  economical  grouping  of  pupils  into  class 
units.  It  would  be  educationally  more  economical  because  it 
would  make  it  possible  to  have  the  junior  high  school  separate 
from  the  elementary  schools.  This  has  always  been  found  de- 
sirable educationally.  In  the  second  place,  it  would  make  pos- 
sible a  better  classification  of  pupils,  and  thirdly,  it  would  make 
possible  greater  specialization  on  the  part  of  teachers. 

Between  the  site  of  the  present  Senior  High  School  and  that 
chosen  for  the  proposed  junior  high  school,  it  is  recommended 
that  a  combined  gymnasium  and  auditorium  building  be  con- 
structed which  will  be  large  enough  to  care  for  the  needs  of 
both  the  Junior  and  the  Senior  High  School  pupils.  .  An  audi- 
torium and  gymnasium,  thus  located,  could  be  made  to  serve  the 
needs  of  both  schools  and  would  be  a  splendid  community  asset. 

THE  CENTRAL  SCHOOL 

It  is  recommended  that  this  building  be  replaced  by  a  modern 
elementary  school  building  to  care  for  the  kindergarten  and 
Grades  i  to  6,  inclusive.  It  is  recommended  that  the  present 
boundary  line  of  the  Central  district  be  changed  so  as  to  include 
all  those  pupils  in  the  Jackson  School  district  west  of  Laird  Street. 
It  is  recommended  that  the  capacity  of  this  building  be  350  pupils. 

THE  MADISON  SCHOOL 

It  is  recommended  that  the  Madison  Annex  and  the  Madison 
elementary  school  buildings  be  replaced  by  a  modern  elementary 
school  building  erected  on  the  same  site  to  care  for  an  ultimate 
enrollment  of  400  kindergarten  and  elementary  school  pupils. 


40  MERVIN  G.  NEALE  AND  SIGURD  B.  SEl/ERSON 

THE  SUGAR  LOAF  BUILDING 

It  is  recommended  that  this  building  be  abandoned  and  that 
the  pupils  now  attending  this  school  be  transported  to  the  other 
elementary  schools.  This  change  may  be  justified  on  the  ground 
that  the  school  building  is  very  inadequate,  scoring  only  420  out 
of  a  possible  1,000  points.  This  score  is  below  the  point  at  which 
schools  are  usually  recommended  for  abandonment.  In  the  sec- 
ond place,  the  pupils  attending  this  school  could  be  much  more 
efficiently  cared  for  if  they  were  transported  to  one  of  the  ele- 
mentary schools  in  the  city  proper.  The  expense  of  the  trans- 
portation would  certainly  be  no  greater  than  the  expense  of  main- 
taining the  present  school  building  and  paying  salaries  of  teachers 
whose  time  might  be  saved  if  these  forty-two  pupils  might  be 
distributed  among  grades  of  one  or  more  of  the  present  elemen- 
tary schools.  A  study  of  the  enrollment  by  classes  indicates  that 
there  is  now  room  in  the  classes  of  several  buildings  for  the  few 
pupils  who  attend  the  Sugar  Loaf  School. 

THE  JEFFERSON  SCHOOL  BUILDING 

The  following  recommendations  are  made  with  respect  to 
the  Jefferson  building  : 

1.  A  competent  architect  should  be  employed  to  make  plans 
and  estimates  for  thoroughly  overhauling  and  modernizing  this 
building. 

2.  The  remainder  of  the  block  on  which  this  building  stand- 
should  be  purchased  for  playground  purposes. 

3.  A  combination  gymnasium  and  auditorium  should  be  added 
to  this  building  so  that  it  may  be  used  for  community  purposes. 

4.  As  a  part  of  the  overhauling  of  this  building,  the  natural 
lighting  should  be   improved ;  an   adequate   system   of   artificial 
lighting  should  be  installed ;  the  basement  and  stairways  should 
be  rearranged  and  made  fireproof ;  the  arrangement  of  the  toilets 
should  be  made  modern ;  and  the  heating  plant  should,  if  possible, 
be  moved  from  under  the  present  building. 

5.  Toilets  and  washing  facilities  should  be  provided  in  the 
kindergarten  room. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  41 

THE  LINCOLN  SCHOOL  BUILDING 

Practically  the  same  recommendations  are  made  with  respect 
to  the  Lincoln  building  as  were  made  with  respect  to  the  Jeffer- 
son. An  architect  should  make  estimates  and  draw  plans  for 
modernizing  this  building.  Since  there  is  practically  no  play- 
ground space,  it  is  recommended  that  the  rest  of  the  block  be 
bought  for  that  purpose.  In  modernizing  the  building,  the  fol- 
lowing points  should  be  considered : 

1.  The  classroom  windows  are  four  feet  from  the  floor  on 
one  side  of  the  rooms  and  about  eight  feet  from  the  floor  in  the 
rear.     This  gives  a  sort  of  prison-like  appearance  to  the  rooms 
in  which  the  elementary  grades  are  located  since  the  bottoms  of 
the  windows  are  in  some  cases  nearly  two  feet  above  the  tops 
of  the  desks. 

2.  The  fresh  air  for  this  building  should  be  taken  in  from 
at  least  fifteen  feet  above  the  ground  level  and  preferably  from 
the  top  of  the  building. 

3.  The  basement  and  the  storerooms  in  the  basement  should 
be  made  fireproof,  and  the  heating  plant  should  be  moved  from 
under  the  building,  if  possible. 

4.  The  stairways  and  corridors  should  be  rearranged  and  the 
stairways  should  be  made  fireproof. 

5.  An  adequate  system  of  artificial  lighting  should  be  installed. 

6.  The  toilet  system  should  be  thoroughly  modernized.  Wash- 
bowl and  toilets  should  be  provided  in  the  kindergarten  room. 

THE  JACKSON  SCHOOL 

It  is  recommended  that  the  Jackson  building  be  abandoned 
and  the  pupils  west  of  Laird  Street  be  sent  to  the  proposed  new 
Central  School.  Those  to  the  east  of  Laird  Street  might  be  cared 
for  in  either  the  Central  or  the  Kosciusko  until  such  time  as  a 
single  elementary  school  building  is  constructed  to  take  the  place 
of  the  Washington  and  Kosciusko  buildings.  After  the  construc- 
tion of  this  building,  the  pupils  east  of  Laird  Street  should  be  ac- 
commodated in  it.  If  a  location  for  this  proposed  building  could 
be  secured  about  halfway  between  the  Washington  and  Kosciusko 
buildings,  no  child  in  the  Jackson  district,  as  it  is  now  constituted, 
would  be  outside  of  a  circle  drawn  with  a  one-half  mile  radius 
from  one  or  the  other  of  these  elementary  schools. 


42  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

THE  WASHINGTON  AND  KOSCIUSKO  SCHOOLS 

It  is  recommended  that  as  the  last  step  in  this  building  pro- 
gram a  single  elementary  school  building  be  constructed  approxi- 
mately midway  between  the  Washington  and  Kosciusko  buildings 
to  take  care  of  all  the  kindergarten  and  elementary  school  enroll- 
ment (Grades  I  to  6)  in  both  districts,  and  that  additional  provi- 
sion be  made  for  caring  for  the  children  who  would  be  trans- 
ported from  the  Sugar  Loaf  district  as  well  as  those  east  of 
Laird  Street  in  the  Jackson  district.  The  estimated  number  of 
pupils  to  be  cared  for  in  this  building  is  475.  A  site  could  be 
chosen  for  such  a  building  so  that  practically  every  pupil  in  the 
district  would  live  within  a  half-mile  radius  of  the  school. 

WOULD  SUCH  A  CONSOLIDATION  PLAN 
BE  REASONABLE? 

Figure  2  is  an  outline  map  of  the  city  of  Winona  with  the 
present  school  districts  sketched  in,  in  heavy  black  ink  lines. 
Circles  were  drawn  on  the  map  with  a  radius  of  one-half  mile, 
using  the  present  school  buildings  as  centers.  This  map  is  interest- 
ing because  it  shows  the  enormous  amount  of  overlapping  of 
elementary  school  districts  when  a  very  reasonable  standard  of 
one-half  mile  radius  for  each  is  taken. 

The  overlapping  is  greatest  in  the  case  of  the  Central. 
Washington,  Kosciusko,  and  Jackson  school  districts.  There  are 
certain  blocks  where  pupils  are  within  one-half  mile  of  either 
of  these  four  school  buildings.  The  circle  with  the  cross  lines 
drawn  on  the  map  has  a  one-half  mile  radius  and  its  center  is 
located  at  about  the  point  where  the  building  recommended  to 
replace  the  Washington  and  Kosciusko  school  buildings  should 
be  built.  If  this  proposed  building  were  located  as  shown  on 
this  map,  there  would  be  only  seven  elementary  pupils  from  the 
Washington  and  Kosciusko  districts  left  outside  of  the  one-half 
mile  radius.  In  no  case  would  any  one  of  these  seven  pupils 
be  more  than  one  block  outside  of  the  radius  named.  Figure  3 
shows  the  redistricting  plan  recommended.  The  dots  on  this  map 
indicate  the  pupils  who  would  be  outside  the  circles  with  one-half 
mile  radii  under  the  proposed  plan  of  districting.  The  largest 
number  of  pupils  who  would  live  more  than  one-half  mile  from 


SCHOOL  BUILDING  PROGRAM  FOR  WIN  ON  A  43 

the  elementary  school  would  be  found  in  the  western  part  of 
town.  In  the  vicinity  of  the  point  where  the  boundary  line  be- 
tween the  Madison  and  Central  school  districts  meets  the  Missis- 
sippi River,  there  are  about  seven  pupils  who  are  without  a  one- 
half  mile  radius.  In  the  Jefferson  School  district,  there  are 
twenty-nine  elementary  school  pupils  in  the  extreme  western  part 
who  are  outside  of  a  one-half  mile  radius  from  that  school. 


-Twk-T" 

T&e.smill  black  circles  are  drd-n   witk  nin  of  one  fcalf   m.le.lKej  show  the 
grt»\  amount  of  overUfp'mg   between  these    areas  for  the  different  ckwm- 
tary  schools. Some  of  the    pupils   m  the   Jackson   district  are  within  one. 
Wf  wile  Of  four   elementary  school   buddings,  lite  circ\c  with  the  cross  lines 
iSorawn  to  sViow  tdat  a\\  the  e\ewe?itaTy  pupils  m  Hie  Washington  and  Kosciusko 

s,  except  seven,  would   be  mcludei   ma  circle  of  half  w'.le  radius  drawi\'' 
point    between    those   't*o    buildings. 


j I 

•*The  cross  hatched  square  indicates  the 
approximate  location  recommended  for 
the  budding  to  replace,  the  Washington 
and  KosciusVo  buildings- 


ADVANTAGES  OF  CONSOLIDATION 

The  inclusion  of  such  a  consolidation  in  the  Winona  build- 
ing program  would  be  a  long  step  in  the  direction  of  economy  for 
the  following  reasons : 


44 


MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 


1.  The  small  building  makes  it  impossible  to  secure  the  highest  type 
of  supervisory  service  from  the  principals  because  the  cost  of  employing 
a  high  type  of  principal  for  a  six-  or  an  eight-room  building  is  prohibitive. 

2.  It  is  impossible  to  make  provision  for  the  right  sort  of  instructional 
and    recreational    facilities    where   the    small   building   idea    is    prevalent. 
Gymnasiums,  playrooms,   lunch  rooms,   lunch   service,  playground  equip- 
ment, shower  baths,  bicycle  rooms,  auditorium,  motion  picture  equipment, 
teachers'  rest  rooms,  etc.,  would  be  too  expensive  in  small  school  buildings. 
In  large  school  buildings,  they  may  be  provided  without  greatly  increas- 
ing the  per  capita  cost. 

3.  With  a  number  of  small  school  buildings,  it  is  impossible  to  utilize 
the  services  of  special  teachers  of  art,  music,  physical  training,  manual 
training,  home  economics,  etc.,  without  a  great  waste  of  time  in  having 
teachers  walk  or  ride  from  one  building  to  another.     Moreover,  special 
teachers  who  come  into  a  building  for  a  brief  period  do  not  have  the 
influence  of  teachers  who  remain  for  a  longer  period  of  time  and  who 
are  available  for  consultations  with  students  and  teachers. 

4.  In  small  school  buildings,  it  is  impossible  to  put  into  practice  a 
sound  policy  of  grouping  pupils  according  to  their  special  abilities. 


FIGURES  Pfoposd    redistmtiHj  prYfiMU.  The  plan  invoWs  tke"  abutment  cf  "~! 
the  Jackson  scUl  and  ike  consolidation  «f  tk  Vlfedii^tw   and   Kosciusko   scWs.Thc   dots       \ 
skiM>   the    pupils    wko    wrould    be    ouU'idk    tke    talf    tmle  wdii .   ITI  no  USE   ire 
pupils    o<cr  a.     iilcck    or    two    outside    tke    iulf  wilt    radii    trcept    m   tlie  J 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  45 

THE  COST  OF  THE  PROGRAM 

No  attempt  is  made  in  this  survey  to  estimate  the  exact  cost 
of  such  a  building  program.  The  services*  of  a  competent  school 
architect  should  be  secured  to  make  an  estimate  on  the  building 
program  which  the  board  adopts.  A  rough  estimate  of  the  prob- 
able cost  of  the  entire  program  recommended  indicates  that  it 
will  be  about  $1,150,000.*  This  estimate  includes  the  cost  of  the 
additional  playgrounds  recommended  and  the  cost  of  equipping 
the  buildings.  In  case  only  a  part  of  this  program  is  undertaken, 
it  is  recommended  that  this  order  be  followed : 

1.  Erection  of  a  Junior  High  School  building  and  a  gymna- 
sium and  auditorium  for  the  Junior  and  the  Senior  High  schools. 

2.  The  erection  of  modern  elementary  schools  to  replace  the 
Madison  and  the  Central.     Thorough  modernization  of  the  Lin- 
coln and  the  Jefferson. 

3.  The  erection  of  a  single  building  to  replace  the  Washing- 
ton and  the  Kosciusko. 

*  Since    this    estimate    was    made,    the    cost    of    building    materials   has    materially 
increased.     The  amount  set  is  therefore  too  low*  at  present  prices. 


CHAPTER  IV 

THE  ABILITY  OF  WINONA  TO  FINANCE  THE 
PROPOSED  PROGRAM 

The  foregoing  portions  of  this  report  have  shown  that  the 
physical  condition  of  the  school  plant  in  Winona  is  far  short 
of  what  modern  education  demands.  Several  of  her  buildings 
are  so  old  and  worn  as  to  need  immediate  replacement.  They 
are  entirely  unsuited  to  meet  the  needs  of  up-to-date  American 
school  activities.  Winona  has  a  building  program  to  face.  She 
can  not  escape  it  if  she  intends  to  make  adequate  provision  for 
the  health  and  safety  of  her  school  children. 

How  is  she  fixed  financially?  Can  Winona  construct  the 
buildings  needed  without  placing  heavier  tax  burdens  on  her 
people  than  other  cities  are  carrying  ?  In  this  chapter,  facts  bear- 
ing on  these  questions  will  be  presented.  The  method  of  this  sec- 
tion of  the  report  will  be  to  compare  Winona  with  other  cities 
in  order  to  show  how  she  ranks  in  the  important  items  which 
should  be  considered. 

The  task  of  selecting  a  list  of  cities  to  serve  as  a  basis  of 
comparison  is  not  a  simple  one.  First,  to  be  fair,  the  cities  com- 
pared must  be  of  about  the  same  size.  Second,  they  must  be 
cities  of  the  same  type.  Winona  is  a  trading  center  and  small 
manufacturing  city.  Third,  the  cities  must  be  located  in  about 
the  same  environment  as  regards  climate,  type  of  population, 
and  wealth  of  surrounding  territory.  Fourth,  the  rate  of  in- 
crease in  population  must  be  approximately  the  same,  for  a 
rapidly  growing  city  faces  educational  needs  which  an  older, 
more  slowly  growing  city  does  not  experience.  Cities  have  been 
selected  for  comparison  which  have  either  stood  still  or  grown 
slowly  for  the  last  twenty  years.  Two  sets  of  cities  have  been 
used,  not  that  two  lists  are  necessarily  better  than  one,  but  be- 
cause similar  data  could  be  found  for  the  cities  in  each  list  which 
could  not  be  secured  for  all.  Also,  the  wider  the  basis  of  com- 
parison, the  fairer  the  study  will  be  and  the  safer  the  conclusions 
drawn.  One  list  is  made  up  of  the  cities  shown  in  Table  XIK. 
All  these  cities  are  of  about  the  same  size  as  Winona ;  they  are 
all  located  in  the  Mississippi  Valley ;  and  have  all  grown  rather 
slowly  for  the  past  twenty  years. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA 


47 


TABLE  XIX 

POPULATION   BY  DECADES  OF  FOURTEEN   CITIES  USED  IN  MAKING 
FINANCIAL  COMPARISONS* 


City 

1920 

I9IO 

1900 

Alton    Illinois  

24,682 

17  ^28 

14,210 

Appleton    Wisconsin 

10  561 

l6  77^ 

TC  08^ 

Cairo     Illinois  

1^,203 

14,^48 

12566 

Clinton     Iowa 

24  151 

2^  ^77 

22698 

Eau  Claire    Wisconsin  

20,906 

18  310 

17  517 

F~eeport     Illinois 

10  660 

17  ^67 

i  -i  2=;8 

Galesburg    Illinois  

23  834 

22*089 

18607 

Kankakee     Illinois 

16  7^ 

no86 

T-J  enc 

Keokuk    Iowa           

14423 

14  008 

14  641 

Logansport     Indiana 

21  626 

10  0^0 

16  204 

Richmond    Indiana      

26  ?6  5 

22  ^24 

18226 

14,779 

14,2^3 

14  070 

Ottumwa    Iowa               

23  O03 

22  012 

l8  107 

Winona,   Minnesota  

19,14-1 

18,583 

10  714 

*  The  United   States  census  returns. 

The   second  list,   shown  in  Table  XX,   is  made  up  of  the 

largest  Minnesota  cities  whose  population  has  grown  slowly  and 
\vith  which  it  would  be  fair  to  compare  Winona.     On  account 

TABLE  XX 

1'cri  I.ATIOX    HV    DKCADES  OF  TEN   MINNESOTA   CITIES   USED  IN   MAKING 
FINANCIAL  COMPARISONS* 


1900 


City 

1920 

1910 

Brainerd 

Q  'iQI 

8  526 

Crookston                                .  . 

6,825 

7,cco 

Faribault 

II  089 

0  001 

Fergus   Falls 

7,581 

6,887 

Mankato    .           

12,469 

10,365 

Moorhead 

S  72O 

4840 

Owatonna    ....         

•    7,252 

5,658 

Red  Wing 

8637 

9,048 

Willmar                  

5,892 

4,135 

\Vinona                                 

19  143 

18,583 

7,524 

5,359 

7.868 

6,072 

io,599 


7,525 
19,714 


The  United  States  census  returns,   1920. 


48  MEKI/JN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

of  the  care  used  in  the  selection  of  cities,  it  is  believed  that  all 
comparisons  made  are  entirely  fair  to  Winona  and  show  the 
situation  in  its  true  setting. 

WINONA'S  FINANCIAL  CONDITION 

What  is  Winona's  present  financial  condition?  How  heavily 
in  debt  is  she  ?  How  much  taxable  wealth  has  she  to  draw  upon 
for  financing  the  proposed  school  building  program? 

Winona  has  a  total  bonded  indebtedness  of  $606,000.  Of 
this  amount,  $205,000  is  for  schools.  Thus,  approximately 
one  third  of  her  debt  has  been  contracted  for  education.  It  is 
generally  found  that  fully  one  half  of  the  total  debt  of  a  city 
is  for  schools,  and  frequently  this  proportion  runs  considerably 
higher.  The  bonded  debt  for  schools  in  Winona  is  the  lowest 
of  any  of  the  Minnesota  cities  in  Table  XXI.  She  .has  but 
$10.50  school  debt  per  capita  of  population  while  Moorhead 
has  $87.40,  and  Owatonna,  $78.30.  These  two  cities  with  much 
less  than  half  the  population  of  Winona  have  recently  invested 
a  half  million  dollars  in  school  buildings. 

TABLE  XXI 
PER  CAPITA  DEBT  OF  MINNESOTA  CITIES  FOR  SCHOOLS 

I 
City  Per  Capita  School  Debt, 


Moorhead    
Owatonna    

$87.40 
78.30 

Willmar 

^c  ?0 

The    median 

Mankato    

?2.8o 

point     of     the 

Crookston    

3I-5O 

debt    of    these 

Red  Wing 

2380 

cities  is  $27  6s 

Fergus  Falls  
Faribault    

21.80 
18.60 

per    capita    of 
population 

Brainerd    
Winona  

10.90 
10.50 

The  above  data  were  taken  from  the  1921  report  of  the  Minnesota 
State  High  School  Inspector.  Winona's  figure  includes  all  bonds  sold  up 
to  April  i,  1922,  in  addition  to  those  given  in  the  above  report.  Winona 
has  little  bonded  debt  for  school  purposes. 


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Winona 

MERVIN  G.  NEALE  AND  SIGURD  B.  SEFERSON 


Why  is  it  that  Winona  has  little  school  debt?  Has  she  spent 
money  but  paid  off  her  debts,  or  has  she  simply  gone  along,  year 
after  year,  spending  little  or  nothing?  Table  XXII  shows  the 
latter  to  have  been  the  practice.  This  table  shows  the  expendi- 
tures for  land,  new  buildings,  and  equipment  in  eight  Minne- 
sota cities  year  by  year  from  1904  to  the  present  time.  A  glance 
at  the  table  shows  at  once  that,  except  for  the  erection  of  the 
Senior  High  School  in  1916  and  1917,  Winona  has  spent  prac- 
tically nothing  on  school  buildings  or  land  in  eighteen  years. 
Table  XXIII,  which  summarizes  the  figures  given  in  Table 
XXII,  brings  out  the  fact  that  Winona  has  spent  but  fifty-six 
cents  per  capita  of  population  per  year  for  the  purposes  men- 
tioned. Every  one  of  the  other  seven  cities  has  spent  more. 
Crookston  and  Mankato  have  each  spent  over  two  dollars  per 
capita  per  year,  or  about  four  times  as  much  as  Winona.  Com- 
pared with  other  cities,  Winona  has  a  small  amount  of  debt 
and  has  spent  little  money  for  buildings  for  a  long  time. 

TABLE  XXIII 

EXPENDITURES  FOR  CAPITAL  OUTLAY  OF  WINONA  AND  SEVEN  OTHER 
COMPARABLE  MINNESOTA  CITIES,  1904-21 


Citv 


Total  Ex- 
penditures for  Land, 
New  Buildings,  and 
Equipment,  1904-21 


Average  per 

Capita  Expenditures 

per  Annum 


Crookston 

$280  ?^i 

$2  W 

Mankato    

402,6^0 

2  OI 

Red  Wing  

280,409 

I  96 

Faribault 

28^8=^ 

I  70 

Fergus    Falls  

180,696 

1  60 

Owatonna     

106,644 

•OS 

Brainerd 

1  08  402 

7C 

Winona    

I  O2,O  SO 

s6 

This  table  shows  that  Winona  has  spent  very  little  for  land,  new  build- 
ings and  equipment  when  compared  with  other  Minnesota  cities. 

Why  has  Winona  not  spent  money  for  schools  at  somewhere 
near  the  rate  of  other  Minnesota  cities?  Is  it  because  she  is  poor 
and  does  not  have  it  to  spend?  Tables  XXIV,  XXV,  XXVI, 
XXVII,  and  XXVIII  throw  light  on  these  questions.  Table 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA  5' 

XXIV,  showing  the  assessed  values  of  real  estate  and  personal 
property  in  14  Mississippi  Valley  cities  and  the  ratio  between  this 
valuation  and  the  true  valuation  makes  it  possible  to  tabulate  in 
the  fourth  column  the  real  wealth  of  the  various  cities.  Table 
XX V  gives  the  ranking  of  these  cities  on  the  basis  of  real  wealth 
per  capita  while  Table  XXVI  ranks  them  on  the  basis  of  the 
amount  of  wealth  behind  each  child  in  average  daily  attendance  in 
school.  Winona,  with  $962  per  capita  of  population,  ranks  sixth 
of  the  fourteen  cities.  Winona  is  above  the  average  middle 
western  city  in  wealth  per  capita.  The  amount  of  money  behind 
each  child  in  school  is  also  high.  Winona  has  $8,423  for  each 
child  in  average  daily  attendance  which  is  $1,634  or  24  per  cent 
more  than  the  median  or  middle  city  possesses. 


TABLE  XXIV 

Assi-.ssKi)  VALUATION,  THE  RATIO  OF  ASSESSED  TO  REAL  OR  TRUE  VALUATION, 

AND  THE  REAL  VALUATION  OF  FOURTEEN  MISSISSIPPI  VALLEY 

CITIES  OF  ABOUT  WINONA'S   POPULATION  IN   1917-18 


Assessed 

True  Valua- 

Value 

Ratio  of 

tion  of  Real 

City 

in  Thousands 

Assessed  to 

and  Personal 

of  Dollars 

Real  Value 

Property 

Vltoti     Illinois 

$  4  7^2 

$77  Q42  OOO 

Appleton,    Wisconsin  .  . 

T7      *H/  C 

20,000 

90 

*rO  O  J  y  *r^  >  vyuv* 

22,222,000 

Cairo,  Illinois  

4,203 

60 

7,005,000 

Clinton    Iowa      

3,120 

2S 

12,480,000 

Eau  Claire,  Wisconsin. 

13,811 

J 

67 

20,6l3,OOO 

Freeport     Illinois  

c  C47 

77 

l6,64I,OOO 

Galesburg,    Illinois  .... 

«J*OTY 

7,535 

oo 

33 

22,605,000 

Kankakee,    Illinois  

4,533 

33 

13,599,000 

Keokuk,   Iowa  

3,145 

23 

13,672,000 

Logansport,    Indiana.  .  . 

10,247 

50 

20,494,000 

Ottumwa,    Iowa  

5,265 

25 

21,060.000 

Richmond,    Indiana.... 

17,809 

59 

35,618,000 

Streator,    Illinois  

3,100 

20 

15,500,000 

Winona,   Minnesota... 

7,499 

40 

18,624,000 

Basic  data,  with  the  exception  of  those  for  Winona,  from  Bonner, 
H.  R.,  Statistics  of  City  School  System,  1917-18,  pp.  468-77.  Figures  for 
Winona  arc  from  Minnesota  State  High  School  Inspector's  Report.. 
1917-18. 


MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERS  ON 


TABLE  XXV 

REAL  WEALTH   PER   CAPITA  OF   FOURTEEN   MISSISSIPPI   VALLEY   CITIES  OF 
ABOUT  THE  SAME  POPULATION  AS  WINONA.    DATA  FOR  1917-18 


City 


Real  Wealth  per  Capita 


1.  Alton,    Illinois 

2.  Richmond,    Indiana , 

3.  Appleton,    Wisconsin.... 

4.  Streator,    Illinois 

5.  Eau    Claire,   Wisconsin.. 

6.  Winona,    Minnesota 

7.  Galesburg,    Illinois 

8.  Keokuk,    Iowa 

9.  Logansport,    Indiana 

10.  Ottumwa,   Iowa 

11.  Freeport,    Illinois 

12.  Kankakee,    Illinois 

13.  Clinton,   Iowa 

14.  Cairo,    Illinois 


$1,374 


,048 
986 
962 
948 
948 
947 
911 
846 
811 
5i6 
461 


Winona  stands  above  the  middle  city  in  amount  of  wealth  per  capita. 

TABLE  XXVI 

REAL  WEALTH   PER  CHILD  IN   AVERAGE  DAILY  ATTENDANCE  IN   FOURTEEN 

MISSISSIPPI  VALLEY  CITIES  OF  ABOUT  THE  SAME  POPULATION  AS 

WINONA.    DATA  FOR  1917-18 


City 


1.  Alton,   Illinois 

2.  Richmond,    Indiana... 

3.  Streator,    Illinois 

4.  Appleton,    Wisconsin.. 

5.  Winona,    Minnesota.. 

6.  Eau  Claire,  Wisconsin 

7.  Keokuk,    Iowa 

8.  Galesburg,    Illinois 

9.  Freeport,    Illinois 

10.  Logansport,    Indiana. . 
n.  Kankakee,    Illinois. . .  . 

12.  Clinton,    Iowa , 

13.  Ottumwa,    Iowa 

14.  Cairo,    Illinois 


Real-Wealth 

per  Child  in  Average 

Daily  Attendance  at  School 

$11,708 
10,728 
9,209 
8.828 
8,423 
8,131 
7,i3i 
6,447 
6,373 
5,994 
5,506 

5,221 

5,107 

3,532 


Winona   stands   high   in   wealth   behind   each  child    in   attendance   at 
school. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA 


53 


CHART  8 

REAL  WEALTH  PER  CHILD  IN  AVERAGE  DAILY  ATTENDANCE  IN 
WINONA   AND   THIRTEEN   COMPARABLE   CITIES 


Real  Wealth 
P^r  Child 

*njoe 


City 

Alton  ,111. 

Richmond,  Ind  10, 726 

3traoror.Ill.  9,209 

Appicton,  wb.  e.asa 

WINONA. MINN.  8,423 

Eau  Claire, Wb.  6,131 

KeokuK.Iowa  7,131 

Galesburg,  111.  6,447 

freeporr,  111.  6,373 

Lo^nspor)-,  Ind.  3,994 

Konkakeejll.  5,506 

Clinton,  Iowa  5,221 

Orrumwa,  Iowa  5,107 

Cairo,  1 11.  3,53£ 


The  cities  compared  in  this  figure  are  all  in  the  middle  west  and  have 
had  approximately  the  same  rate  of  growth  as  Winona.  Compared  with 
these  cities,  Winona  ranks  high  in  wealth  per  child  to  be  educated. 

Table  XXVII  compares  Winona  with  other  Minnesota  cities. 
Winona  ranks  fourth  in  per  capita  assessed  valuation  of  real 
estate  and  personal  property.  Since  the  ratio  of  assessed  valua- 
tion to  true  valuation  is  the  same  throughout  the  state,  it  is 
possible  to  compare  the  wealth  of  these  cities  by  studying  the 
assessed  valuations.  The  per  capita  assessed  valuation  in  Winona 
is  $461.  The  middle  Minnesota  city  has  $435.50.  It  is  evident 
thai  Winona  has  more  wealth  than  the  average  Minnesota  city. 


54  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

In  addition  to  the  above  showing  of  wealth,  Winona  has  about 
nine  million  dollars  in  moneys  and  credits  which  is  taxed  at  $3 
a  thousand  all  over  the  state.  One  third  of  the  money  raised  by 
this  tax  goes  to  the  school  district.  During  the  fiscal  year,  end- 
ing March  31,  1922,  the  Winona  school  district  received  $9,954.61 
from  this  source.  Table  XXVIII  shows  that  Winona  has  a  de- 
cidedly higher  per  capita  valuation  of  moneys  and  credits  than 
any  of  the  Minnesota  cities  with  which  it  seems  fair  to  make 
comparisons.  She  has  nearly  six  times  the  per  capita  valuation 
in  moneys  and  credits  of  the  lowest  city  in  this  group  and  more 
than  three  times  the  per  capita  valuation  of  the  middle  city.  Bond 
dealers  and  others,  who  ought  to  know,  state  it  as  their  opinion 
that  Winona  has  proportionally  more  wealth  in  moneys  and 
credits  than  other  cities  of  the  state,  with  the  possible  exception 
of  Duluth.  We  must  conclude,  then,  that  Winona  has  even  more 
wealth  than  her  neighbors.  She  has  not  failed  to  build  schools 
because  she  is  poor.  Due  to  her  large  wealth  and  lack  of  a  build- 
ing program  in  past  years,  her  tax  rate  has  consistently  been  last 

TABLE  XXVII 

ASSESSED  VALUATION  OF  REAL  ESTATE  AND  PERSONAL  PROPERTY  AND  THE 

ASSESSED  VALUATION  PER  CAPITA  IN  TEN  MINNESOTA  CITIES  WHICH 

HAVE  GKOWN  IN  POPULATION  AT  ABOUT  THE  SAME  RATE  AS 

WINONA  AND  ARE  OF  ABOUT  THE   SAME  TYPE* 


City 

Assessed  Valua- 
tion Real  and  Per- 
sonal Property 

Assessed  Valuation 
Real  and  Personal 
Property  per  Capita 

Mankato    

$7  2^6  22Q 

$582 

Red  Wing....,  
Owatonna     

4,721,852 
3,551,104 

546 
489 

Winona      

9  012  716 

46l 

Moorhead    
Willmar 

2,513,070 

2  ^48  60  1 

439 

4^2 

Fergus    Falls  

2  80  3  042 

381 

Faribault    

4,Il6,420 

371 

Crookston    

2,507,907 

* 

•307 

Brainerd          

3  024  3S4 

•3IC 

*  Minnesota  State  High  School  Inspector's  Report,   1921. 

Compared   with   Minnesota   cities,   Winona   is   above   the   average  in 
wealth  per  capita. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA 


55 


or  next  to  last  in  the  group  of  cities  studied.  For  a  long  time 
her  people  have  had  a  very  light  tax  load  on  account  of  their 
schools.  They  should  not  complain  of  heavy  taxes  if  the  rate 
is  considerably  increased  in  the  next  few  years.  Table  XXIX 
presents  the  facts  upon  which  the  above  assertion  is  based. 

TABLE  XXVIII 

TOTAL  AND  PER  CAPITA  WEALTH  IN  MONEYS  AND  CREDITS  OF  WINONA  AND 
EIGHT  OTHER  COMPARABLE  MINNESOTA   CITIES* 


City 

Total  Wealth  in 
Moneys  and  Credits 

Per  Capita  Wealth 
in  Moneys  and  Credits 

Winona 

$8  OOI  321 

$460  60 

Red   Wing  

3,436,870 

397.92 

Mankato 

I  742  468 

1  30  74 

Fergus   Falls  

1,608,956 

212  23 

Faribault 

I  580  2IO 

142  =;o 

Owatoima                

not:  6^ 

I  37.29 

Crookston 

Q48    I^d 

1^8  02 

Willmar 

Q346l7 

158.62 

Brainerd    

748,207 

78.01 

*  Figures  fiom  State  Tax  Commission. 

Winona  is  far  in  the  lead  of  other  Minnesota  cities  in  both  total  and 
per  capita  amount  of  moneys  and  credits.  She  has  over  three  times  as 
much  per  capita  in  moneys  and  credits  as  the  median  of  the  Minnesota 
cities  listed  in  this  table. 

TABLE  XXIX 
Tin:  TAX  LEVY  IN  MILLS  FOR  SCHOOL  PURPOSES  BY  YEARS* 


City 

1920 

1919 

1917 

I9l6 

1914 

1913 

1909 

Brainerd     
Crookston     .        .... 

31-4 
36.1 

27-9 
32.3 

19-35 

27.5 

16.73 
25.6 

19.75 
26.80 

17.71 

30.10 

18.29 

23.0 

Faribault    
Fergus    Falls  .  .  . 

384 
31.6 

33-1 
30.8 

23-0 
25.0 

19.2 
22.3 

I2.I 
14.3 

12.2 
178 

12.4 

21.8 

Mankato 

23  O 

23  0 

I4.O 

13.7 

II.O 

IOO 

io*.5 

Owatoima     
Red    Wing  

510 
2675 

30.45 
19.2 

21.8 

17.0 

182 
12.8 

I6.5 
10.0 

15.0 

11.7 

12.0 

8-3 

Winona     

18.71 

18.07 

13.0 

15.93 

II.O 

II  0 

9.0 

Median     

31-5 

292 

20.1 

17.5 

13.2 

13.6 

12.2 

Minnesota   State   High  School  Inspector's  Reports.    1909-20. 


56  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

SCHOOL  AND  CITY  TAX  RATES 

It  has  been  pointed  out  in  this  chapter  that  Winona  ranks  high 
in  wealth  per  inhabitant  and  in  wealth  per  child  enrolled  in  school. 
It  has  also  been  shown  that  Winona  has  the  smallest  per  capita 
debt  of  a  group  of  comparable  Minnesota  cities.  It  was  further 
shown  that  during  the  past  eighteen  years  Winona  has  made  a 
decidedly  smaller  expenditure  per  inhabitant  for  school  purposes 
and  improvements  than  any  other  of  this  group  of  Minnesota 
cities.  It  would  be  interesting  to  know  whether  or  not  Winona 
is  displaying  the  same  extremely  conservative  attitude  in  taxation 
for  municipal  purposes  which  she  displays  in  taxation  for  school 
support.  Do  the  schools  get  their  fair  share  of  the  money  raised 
by  taxation  ?  The  answer  to  this  question  is  found  in  Table  XXX 
and  Chart  9.  In  Winona  the  major  portion  of  the  money  raised 
by  local  taxation  has  been  devoted  to  municipal  purposes.  Of  all 
the  Minnesota  cities  listed  in  Table  XXX,  Winona  has  the  high- 
est tax  rate  for  city  purposes.  In  tax  rate  for  school  purposes, 

TABLE  XXX 

RELATIVE    MUNICIPAL  AND   EDUCATIONAL   EFFORT   AS    EXPRESSED   IN    TAX 

RATE  IN  MILLS  OF  WINONA  AND  EIGHT  OTHER  COMPARABLE 

MINNESOTA  CITIES,   1921-22 


City 

City  and 
Village  Tax                     City 
Rate  in  Mills* 

School 
District  Tax 
Rate  in  Mills 

Winona 

35  34             Owatonna 

AC.  I? 

Red   Wing 

32  80             Brainerd 

44  00 

Faribault    

31  47             Faribault    

3928 

Crookston 

2900             Willmar 

•384Q 

Mankato 

27  10             Mankato 

^8OO 

Fergus   Falls  
Brainerd 

25.50             Crookston    
23  50             Fergus   Falls 

3470 

-27-20 

Willmar     

20  19          '    Winona     

27  69 

Owatonna    

19.02          i    Red   Wring  

24.20 

.     *  From   figures    compiled   by    State   Tax   Commission. 

Of  the  cities  shown,  Winona  has  the  largest  tax  rate  for  municipal 
purposes  and  next  to  the  smallest  tax  rate  for  education.  Winona  and 
Red  Wing  are  the  only  cities  with  a  school  tax  smaller  than  the  municipal 
tax. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA 


57 


CHART  9 

RELATIVE    MUNICIPAL   AND    EDUCATIONAL    EFFORT    AS    EXPRESSED    IN 
TAX    RATE   IN   MILLS,    OF   WINONA   AND   EIGHT   OTHER   COM- 
PARABLE  MINNESOTA   CITIES,    1321-22 


City 

WINONA 
Red  Wing 
Faribaulr 
Crooteton 
Mankato 
Fergus  falb 
Bra  i  nerd 
Will  mar 
Owatonna 

City   • 

Owotonna 

Brainerd 

faribaulr 

Willmar 

Mankato 

Crookston 

Fergus  Falb 

WINONA 

Red  Wing 


City  €  Village 
Tax  Rate,  Milb 


School  Di5tricr 
Tax  Levy,  Mil b 


in  comparison  with  other  cities,  Winona  underemphasizes  taxation 
for  school  purposes.  Winona  ranks  highest  in  tax  rate  for  municipal 
functions  and  next  to  the  lowest  in  tax  rate  for  school  purposes.  Although 
all  other  cities,  except  one,  had  a  school  tax  rate  from  5.7  to  26.3  mills 
greater  than  the  municipal  tax  rate,  Winona's  school  rate  was  7.6  mills 
lower. 


58  MERVIN  G.  NEALE  AND  SIGURD  B.  SEfERSON 

Winona  ranks  next  to  the  last.  With  two  exceptions,  all*  cities 
listed  in  this  table  have  a  much  higher  tax  rate  for  education 
than  for  municipal  purposes.  Winona's  tax  rate  for  schools  is 
almost  8  mills  lower  than  her  tax  rate  for  city  purpose;-. 

CAN  WINONA  FINANCE  A  $1,150,000  BUILDING  PROGRAM? 

In  Chapter  III,  it  was  estimated  that  the  approximate  cost 
of  the  building  program  recommended  for  Winona,  including 
the  purchase  of  the  necessary  land  and  expenditures  for  equip- 
ping the  buildings,  would  be  about  $1,150,000.  How  will  the 
bonding  of  the  city  for  this  amount  affect  the  tax  rate? 
Can  Winona  carry  this  debt  without  placing  an  unduly  heavy 
burden,  on  the  taxpayers  of  the  city  ?  Allowing  for  a  reasonable 
increase  in  the  valuation  of  taxable  property,  calculations  show 
that  Winona  could  retire  a  bond  issue  of  $1,150,000  in  thirty 
years  with  an  average  yearly  increase  of  8  mills  over  her  present 
school  levy. 

The  total  tax  levy  for  school  purposes  in  Winona  was  28.69 
mills  for  the  school  year  192 1-22. *  A  levy  of  8  mills  added  to 
this  would  make  a  total  of  36.69  mills.  Would  this  be  an  unrea- 
sonable tax  levy  as  compared  with  other  Minnesota  towns  and 
cities  ?  Reports  on  file  in  the  office  of  the  state  superintendent  of 
public  instruction  show  that  it  would  not.  In  Table  XXXI,  the 
total  school  levies  of  twenty-eight  Minnesota  towns  and  cities 
are  given.  If  Winona  should  add  to  her  present  total  school 
levy  the  additional  8  mills  required  to  retire  a  bond  issue  of 
$1,150,000  in  thirty  years,  she  would  still  have  a  lower  levy  than 
any  of  these  twenty-eight  cities  had  during  the  school  year 
1921-22. 

SUMMARY 

1.  Compared   with   nine   other  comparable   Minnesota   cities, 
Winona  ranks  last  in  per  capita  bonded  indebtedness  for  schools. 
Winona  has  a  per  capita  debt  of  only  $10.50  whereas  the  median 
per  capita  indebtedness  for  these  cities  is  $27.65. 

2.  Compared   with   seven   other   Minnesota   cities   as   to   per 
capita  yearly  expenditures   for  land,  new  buildings,  and  school 

1  From  report  on  file  in  the  office  of  the  state  superintendent  of  public  instruc- 
tion. This  figure  is  one  mill  greater  than  the  levy,  quoted  above,  from  the  State  Tax 
Commission.  This  difference  is  doubtless  due  to  the  inclusion  of  the  state  one-mill 
levy  in  the  report  to  the  state  superintendent. 


SCHOOL  BUILDING  PROGRAM  FOR  WINONA 


equipment  for  a  period  of  years,  ranging  from  1904  to  1921, 
Winona  stands  at  the  foot  of  the  list  with  only  $0.56  per  in- 
habitant per  year,  whereas  the  median  for  these  cities  is  $1.65. 
3.  In  a  list  of  fourteen  Mississippi  Valley  cities  of  approxi- 
mately Winona's  population  and  general  characteristics^  Winona 
ranks  sixth  in  per  capita  wealth.  In  a  list  of  ten  Minnesota  cities 

TABLE  XXXI      . 

TOTAL  SCHOOL  TAX  LEVIES  IN  CERTAIN  MINNESOTA  TOWNS  AND  CITIES  FOR 
THE  SCHOOL  YEAR,  1921-22* 


City- 


Total 

I  School  Levy 
in  Mills 


Grand    Forks  .rf 94 

Montevideo    75 

Bemidji    64.9 

Moorhead    57-5 

Little    Falls 56.6 

Lanesboro 55 

Mantorville    498 

Park    Rapids 48.3 

Wabasha    47  7 

Two    Harbors 46.28 

Owatonna    45-33 

Alexandria 44-92 

Brainerd     44 

Breckenridge    42-45 

Albert    Lea ,  42  I 

Austin    ;          41-93 

St.    James |          419 

Lake    City j          41  87 

Olivia    39-9 

Faribault :          39-3 

Morris     39 

Willmar    j  38.5 

Northficlcl     38.4 

Pipcstone     38.3 

Mankato    38 

St.    Cloud I          37-1 

Stillwater    j          36.8 

Winona  (Present  levy  and  proposed  additional  8-mill  levy  '; 

for    bonds) 36.69 

*  From  reports  on  file  in  the  office  of  the  state  superintendent  of  public  instruc 


60  MERV1N  G.  NEALE  AND  SIGURD.  B.  SEVERSON 

which   have   grown    in   population   at   almost   the    same    rate   as 
Winona,  she  ranks  fourth  in  per  capita  wealth. 

4.  In  the  list  of  fourteen  Mississippi  Valley  cities,  referred  to 
above,  Winona  ranks  fifth  in  wealth  per  pupil  in  average  daily 
attendance.     Winona,   therefore,   ranks  high   as   to  the  amount 
of  wealth  behind  each  child  attending  school. 

5.  Winona  could   retire  a  bond  issue   for  school  buildings, 
amounting  to  $1,150,000  in  thirty  years  with  an  addition  of  8 
mills  to  her  present  school  levy. 


APPENDIX  A 
SCORE  CARD  FOR  CITY  SCHOOL  BUILDINGS1 

SCORE   OF   BUILDING 


I.  SITE 

A.  Location    

1.  Accessibility     

2.  Environment    

B.  Drainage    

1.  Elevation    

2.  Nature  of  soil 

C.  Size    and    Form 

II.  BUILDING 

A.  Placement     

1.  Orientation     

2.  Position    on    site 

B.  Gross    Structure 

1 .  Type     

2.  Material    

.}.  Height     

4.  Roof    

5.  Foundations     

6.  Walls    

7.  Entrances     

8.  Aesthetic  balance 

9.  Condition     

C.  Internal    Structure 

1 .  Stairways    

2.  Corridors     

3.  Basement    

4.  Color    scheme 

5-  Attic    


-25 


20 
10 


125 


55 


40 


40 


165 


5 
10 

5 
5 
5 
5 
10 

5 
10 


35 

20 

15 

5 
5 


60 


80 


1  By  Strayer  and  Engelhardt.     Published  by  the  Bureau  of  Publication,  Teacher? 
College,  Columbia  University. 


62  MERVIN  G.  NEALE  AND  SIGURD  B.  SEVERSON 

SCORE  CARD  FOR  CITY   SCHOOL  BUILDINGS— Continued 


III.  SERVICE  SYSTEM 

A.  Heating    and    Ventilation.... 

1.  Kind     

2.  Installation     

3.  Air    supply 

4.  Fans   and   motors 

5.  Distribution    

6.  Temperature    control 

/.  Special    provisions 

B.  Fire    Protection    System 

1 .  Apparatus . . . 

2.  Fireproofness    

3.  Escapes    

4.  Electric    wiring 

5.  Fire  doors  and  partitions, 
.   6.  Exit   lights   and   signs.... 

C.  Cleaning    Systems 

1.  Kind    

2.  Installation     

3.  Efficiency    

D.  Artificial    Lighting    System.. 

1.  Gas    and    electricity 

2.  Outlets   and   adjustment. . 

3.  Illumination     

4.  Method   and   fixtures 

E.  Electric    Service    System 

1.  Clock    

2.  Bell     

3.  Telephone     , 

F.  Water  Supply  System 

1.  Drinking     

2.  Washing    

3.  Bathing    

4.  Hot    and    cold 


JO 

10 
15 

10 
IO 
10 

5 


10 

15 

20 

5 
10 

5 


280 


20 


20 


10 
10 

5 
5 


SCHOOL  BUILDING  PROGRAM  FOR  W1NONA  63 

SCORE   CARD  FOR  CITY   SCHOOL  BUILDINGS— Continued 


( i.  Toilet    System 

1.  Distribution     

2.  Fixtures    

3.  Adequacy    and    arrangement 

4.  Seclusion    

5.  Sanitation     

H.  Mechanical    Service    System 

1.  Elevator     

2.  Book-lifts    

3.  Waste-chutes     

IV.  CLASSROOMS 
A.   Location    and   Connection 

!>.  Construction   and   Finish 

1.  Size    

2.  Shape     

3.  Floors     

4.  Walls     

5.  Doors     

6.  Closets    

/.  Blackboards     

8.   Bulletin    board 

<).  Color    scheme 

C.  Illumination     

r.  Glass   area 

2.  Windows    

3.  Shades     

D.  Cloakrooms   and   Wardrobes.... 

i'".    Equipment     

1 .  Seats  and  desks 

2.  Teacher's    desk 

3.  Other    equipment 


tt) 


Id 
10 
IO 

5 
15 


10 


35 


25 
15 

10 
10 

5 
5 

10 

5 
to 


290 


35 
95 


45 
30 
10 


35 
10 


85 

25 
50 


64  MERV1N  G.  NEALE  AND  SIGURD  B.  SEPERSON 

SCORE  CARD  FOR  CITY  SCHOOL  BUILDINGS— Continued 


V.  SPECIAL   ROOMS 

A.  Large   Rooms   for  General   Use ..  65 

1.  Playroom     ,  10 

2.  Auditorium    i  15 

3.  Study   hall 5 

4.  Library     •  10 

5.  Gymnasium    ,  10 

6.  Swimming    pool 5 

7.  Lunch    room I  10 

i 

B.  Rooms  for  School  Officials ..  35 

1.  Officers    10 

2.  Teachers'    room 10 

3.  Nurse's    room '.  10 

4.  Janitor's   room ;  5 

C  Other  Special  Service  Rooms ..  40 

1.  Laboratories    20 

2.  Lecture   rooms 10 

3.  Storerooms    '  5 

4.  Studios    ,  5 

Totals    1,000  1,000 


140 


1,000 


APPENDIX  B 
ADVANTAGES  OF  A  CENTRAL  JUNIOR  HIGH  SCHOOL 

It  has  been  recommended  in  the  body  of  the  survey  that  all 
seventh  grade  pupils  of  Winona  be  accommodated  in  the  pro- 
posed new  junior  high  school  building.  Whenever  pupils  from 
individual  elementary  schools  are  transferred  to  a  central  build- 
ing, there  is  always  complaint  on  the  part  of  some  of  the  patrons 
because  of  the  fact  that  the  pupils  are  taken  away  from  the  com- 
munity school  building  and  are  forced  to  walk  greater  distances. 
The  elementary  school  principals  also  frequently  complain  be- 
cause their  more  advanced  pupils  are  taken  away.  Since  these 
criticisms  are  likely  to  arise  in  case  all  the  seventh  grade  pupils 
in  Winona  are  accommodated  in  a  single  junior  high  school 
building,  it  is  desired  to  set  forth  in  this  appendix  some  of  the 
chief  reasons  why  such  a  procedure  would  be  desirable  educa- 
tionally. 

In  the  first  place,  the  seventh  grade  pupils  would  receive  much 
better  educational  advantages  if  they  went  to  a  single  central 
junior  high  school  than  they  would  in  individual  elementary 
school  buildings.  This  is  true  because  of  the  fact  that  it  would 
be  possible  to  have,  in  a  large  junior  high  school,  departmental 
teachers,  each  teaching  one  or  at  most  not  more  than  two  special 
subjects.  Such  teachers,  who  would  be  specialists,  could  do 
much  better  teaching  than  the  general  grade  teacher  who  would 
have  to  teach  these  pupils  in  the  individual  elementary  school 
buildings.  The  instruction  which  the  seventh  grade  pupils  would 
receive  at  the  single  central  junior  high  school  would  also  be 
better  because  better  equipment  could  be  provided;  more  kinds 
of  laboratory  room  would  be  available,  and  a  larger  library  could 
be  provided  for  their  use. 

In  the  second  place,  it  would  be  very  much  less  expensive  for 
the  district  to  place  all  the  seventh  grade  pupils  in  a  single  junior 
high  school  building  because  the  elementary  schools  could  then 
be  built  without  manual  training  rooms,  domestic  science  rooms, 
and  the  other  special  rooms  which  would  be  needed  for  seventh 
grade  instructional  purposes.  It  would  be  less  expensive  because 
the  seventh  grade  pupils  could  be  more  economically  classified 


06-  V//:/v'/7.Y  G.  NEALE  AND  SIGURD  B.  SEVERSON 

if  they  were  grouped  in  one  building.  For  example,  suppose 
there  were  four  seventh  grade  classes  in  as  many  elementary 
school  buildings.  Suppose  these  classes  had  enrollments  of  18, 
26,  19,  and  25,  respectively.  During  each  recitation  period,  it 
would  take  the  time  of  four  teachers  to  instruct  these  pupils  in 
the  four  elementary  schools.  If  they  were  attending  a  single 
central  junior  high  school,  they  could  be  instructed  in  three 
classes,  which  would  be  a  saving  in  the  time  of  one  teacher. 

In  the  third  place,  the  central  junior  high  school  would  be 
advantageous  for  the  seventh  grade  pupils  because  it  has  been 
found  that  the  seventh  grade  marks  the  beginning  of  the  adoles- 
cent period  for  a  very  large  number  of  boys  and  girls.  Conse- 
quently, this  is  the  grade  with  which  junior  high  school  instruc- 
tion should  begin.  It  is  therefore  very  strongly  recommended 
that  the  seventh  grade  pupils  be  sent  to  the  central  junior  high 
school . 


547'M  j 


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